Milwaukee Voucher Program Boosts Student Graduation Rates

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Student participants in the Milwaukee school voucher program have graduation rates that are 18 percent higher than those of students in Milwaukee Public Schools (MPS), according to a new report released by John Robert Warren, an education expert and professor at the University of Minnesota.

Data gathered since 2003 show clearly the benefits of the Milwaukee Parental Choice Program (MPCP)—which allows students from low-income families to attend participating private schools in Wisconsin's largest city. Had graduation rates for MPS matched those of the MPCP, nearly 4,000 additional students would have graduated from 2003 to 2009. Job-related productivity from those additional graduates would have also resulted in approximately $4.2 million in additional tax revenue.

The findings from Milwaukee echo those from the voucher program in Washington, D.C. Dr. Patrick Wolf, a University of Arkansas professor was the principal investigator in a U.S. Department of Education study on the D.C. Opportunity Scholarship Program (OSP), which last year found that graduation rates for OSP participants were 21 points higher than for non-OSP students. The program, which began in 2004, awards scholarships to low-income families in the nation's capital so they can attend the school of their choice. Despite a host of data showing that the OSP has delivered positive results, Congress has so far failed to reauthorize the program.

The MPCP is the longest-running school choice program in the United States. The program, which now boasts more than 20,000 participants, costs taxpayers $6,442 per student. By comparison, Milwaukee Public Schools spending is $15,034 per student, more than twice the cost of the MPCP.

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Nearly half of school social workers feel unequipped to handle cyberbullying

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Instances of cyber bullying continue to make news nearly every day, and while it's recognized as a problem among most school-aged children, a new study published this month in Children & Schools and coauthored by Temple University social work professor Jonathan Singer finds that nearly half of school social workers feel they are ill equipped to handle it.

"School social workers provide more crisis intervention services than any other school staff member – more than counselors, nurses, teachers, or psychologists," said Singer. "As a result, school social workers are a very important component to school-based mental health services, yet there is little research that looks at their perceptions of cyberbullying."

In a survey of nearly 400 school social workers at the elementary, middle and high school levels who were members of the Midwest School Social Work Council, the researchers found that while all respondents felt that cyber bullying can cause psychological harm, including suicide, about 45 percent felt they were not equipped to handle cyber bullying, even though they recognized it as a problem. Further, only about 20 percent thought their school had an effective cyberbullying policy.

"If there's no policy in place to guide them, staffers are flying solo in this area, and that can be a liability," said Singer.

In addition, respondents felt that instances of cyberbullying were much more severe in middle school than in either elementary school or high school, leading researchers to call for training that differs in content and approach based on school level.

"These findings show a clear need to account for grade level when designing cyberbullying trainings, and for the inclusion of social workers in developing cyberbullying policies that are accurate and effective," said Singer.

Most bullying prevention programs rely on school staffers actual seeing or hearing bullying prior to intervening, but Singer notes that this approach can't work with cyberbullying because it is obscured by personal technology. Therefore, he says trainings need to include ways that school staff can effectively educate students and their colleagues about cyberbullying, and learn new ways to intervene.

"The good news is, many schools have started a conversation between staff and administrators as to what their role should be in these instances," he said. "Things like holding in-service trainings or bringing in experts to talk about the issue can lead to an increase in information and knowledge on how to handle instances of cyber bullying."

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Majority of States Receive Below Average Grades on Education Reform Laws

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New report finds that even with federal prodding, most laws fall flat

Only 11 states and the District of Columbia have charter school laws that do not require significant improvements in order to allow for the effective creation and growth of these innovative school options, according to a new study and legislative blueprint released today by The Center for Education Reform (CER). Of the rest, 14 states received a grade of 'C,' and 15 a 'D' or 'F' for their laws governing charter schools in CER's Charter School Laws Across the States.

According to the report, excitement over charter schools—which dramatically increased after both 'Race to the Top' and the release of 2010's critically-acclaimed film Waiting for Superman—has not been matched by substantive improvements to state-level public policy related to these schools. The result, CER says, is increased waiting lists at charter schools and lost years for far too many children who seek access to better learning environments.

"In November, voters across the nation voted overwhelmingly for dramatic and immediate change in state legislative bodies, and a key component of their choices was education reform," said Jeanne Allen, president of The Center for Education Reform. "As lawmakers across the country map out their legislative agendas for 2011, they should match their election-year promises with policy improvements that will allow for the true expansion of charter schools across the nation."

In the 12th edition of Charter School Laws Across the States, CER identifies three specific priorities that lawmakers must incorporate into their 2011 law changes:

Authorizer Reform. One of the hallmarks of a great charter school law is the ability for multiple entities—including universities, mayors, and independent state charter school boards—to allow for the creation of charter schools. Far too many states place authorizing power solely in the hands of local school boards, which have no incentive to allow charter schools.

Cap Removal. In many states, random and arbitrary caps—or limits—are placed on the number of schools that can operate or the number of students who can access charter schools. CER said that eliminating these capricious caps—along with authorizer reform—is a healthy blueprint for charter law improvement.

Funding Equity. Despite the fact that charter schools are public schools, the average charter school receives more than a thousand dollars less, per student, than a conventional public school. This historically inequitable funding formula—embraced by many states—immediately places charter schools, which face higher accountability measures, at a disadvantage.

"By introducing legislation that permits multiple charter school authorizers, eliminates unnecessary caps that only serve to punish children and provides equitable funding for charter schools, the country can witness a new renaissance in American education flourish in this next decade," Allen said.

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