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Forbes
4 days ago
- Politics
- Forbes
What Parents—and Industry—Need To Know About Education's Future
As the school year ends, many parents are breathing a sigh of relief—but they also have some critical homework of their own. America's education system is in crisis—one that transcends test scores and headlines. It's a slow-burning, systemic failure that has robbed millions of students of opportunity and taxpayers of trust. With all the money we spend, why aren't our kids learning? Consider this: Governments at all levels spend over $850 billion annually on K–12 education—averaging more than $16,000 per student, and exceeding $29,000 in places like New York and Washington, D.C, according to the U.S. Census Bureau. Yet the most recent National Assessment of Educational Progress (NAEP) reveals that 69% of eighth graders are not proficient in reading, and 73% are not proficient in math. These poor results are not new. They have persisted through pre-pandemic years, despite record-high spending. If this were any other public service, there would be outrage. Instead, families are met with shrugs and excuses. The excuses range from COVID-era learning loss to a lack of funding. But these rationalizations collapse under scrutiny. Student performance has been flat or declining since 2013, and pandemic relief funds—totaling more than $190 billion—barely moved the needle. That money is now gone, and districts are facing a fiscal cliff after investing in one-time fixes instead of systemic improvements. It was irresponsible spending with no accountability—and families know it. Fortunately, parents are no longer waiting for top-down solutions. They are driving a movement for education freedom—a shift toward a future where learning is personalized, innovative, and accountable to the people it serves. That's what the Center for Education Reform's 2025 Parent Power! Index reveals. It's not a measure of school choice alone; it's a roadmap of how well states empower parents through access to options, meaningful funding portability, and a culture of transparency and innovation. In states like Texas, Iowa, Indiana, and Arkansas, recent legislation has transformed the landscape. Texas jumped 15 spots in this year's Index after launching the largest day-one Education Savings Account (ESA) program in the country. Iowa made ESAs universal and expanded its charter school sector. Indiana enacted new policies to ensure charter schools receive equitable funding, helping it rank third nationally. Arkansas expanded its ESA program to provide universal eligibility, moving it into the top 10. These states didn't just talk about parent power—they backed it with laws that let funding follow the student and gave families the freedom to choose. This momentum matters not just for families—but for economic growth. States that empower parents are also outperforming economically. When education policy aligns with workforce needs, innovation flourishes and businesses thrive. It's no coincidence that states leading in education freedom—like Texas, Indiana, and Iowa—are also magnets for economic development. Governors who deliver results in education are winning in other sectors too, because great education fuels a great economy. Several other states also saw dramatic improvements. Wyoming surged 30 spots after enacting a new education scholarship program. North Dakota climbed 18 positions with strong charter legislation. Louisiana, Idaho, and Tennessee all rose substantially by expanding or creating new programs that prioritize parent-directed learning. These ranking shifts underscore a broader trend: bold governors and state leaders who enact strong laws and align workforce needs with educational delivery are leading the charge in responding to parent demands. Meanwhile, too many states remain stuck in bureaucratic inertia. Nebraska slid 18 spots after voters repealed its newly passed choice law. South Carolina and the District of Columbia lost ground due to missteps in managing challenges to ESA and charter programs, respectively. These declines reflect the consequences of weak follow-through, lack of vision, or resistance to innovation. State leadership is the key variable. In a polarized era, it is often governors—regardless of party—who are earning popularity and political capital by championing education freedom. When state executives embrace policies that fund students rather than systems, they don't just improve education; they build public trust. Parents want more than vague promises. They want a guarantee that their children are worth the same amount in public funding regardless of which school they choose. They want transparency in curriculum and outcomes. They want innovation that breaks free from one-size-fits-all models. And most of all, they want urgency. Education freedom isn't a theory. It's happening now in microschools, hybrid academies, online platforms, and career-based programs across the country. When parents are in charge, education becomes dynamic and adaptive. Students thrive. Educators innovate. Communities grow stronger. This isn't just a policy imperative. It's a moral one. Every year we wait, another generation of students slips through the cracks. We need leaders who are willing to challenge the status quo, put families first, and fund education that works—wherever it happens. The Parent Power! Index doesn't just highlight where states stand; it offers a vision of what's possible when we stop funding systems and start funding families. That's how we reclaim excellence, restore trust, and fulfill the promise of American education.
CBS News
12-06-2025
- General
- CBS News
Colorado Department of Education releases 2025 student performance report card
The Colorado Department of Education released preliminary results Wednesday outlining the overall success and progress made by Colorado students over the last year. Colorado public school students in grades three through 11 took the Colorado Measures of Academic Success (CMAS), PSAT and SAT assessments this spring. In most areas of study, students reached or surpassed pre-pandemic levels, with the exception of fourth-grade and eighth-grade English Language Arts and eighth-grade math. Changes reported in the state-level scores include: Steady student performance in English Language Arts (ELA), with slight increases in the percentage of students meeting grade-level expectations in grades five, six, and eight, and a more substantial gain in grade seven. In math, Colorado's elementary and middle school students continue to demonstrate strong progress, with notable year-over-year gains in grades four through eight and an upward trend since 2021. Overall, CMAS scores are at or above pre-pandemic levels in all grades except grade four (ELA) and grade eight (ELA and math). SAT results for 11th-grade students improved in both reading and writing and math compared to last year. PSAT 9 scores remained steady in reading and writing but declined in math, while PSAT 10 scores increased in math and decreased in reading and writing. Although final results will be released in August, including state, district and school-level data, the CDE decided to release the preliminary scores this week to help families identify areas their students need support in over the summer. "We wanted families to have early access to their students' results so they could celebrate areas of strength and seek support where needed," said Colorado Education Commissioner Susana Córdova. Individual students' CMAS scores are available through the Family Score Report Portal. Parents and guardians must have their child's State Assigned Student Identifier (SASID) to access the student's information.
Yahoo
11-06-2025
- Politics
- Yahoo
Fort Worth ISD celebrates preliminary 2025 STAAR results for grades 3 through 8
Officials with the Fort Worth Independent School District are celebrating preliminary results from a statewide standardized test that they said shows gains in reading performance for grades 3 through 8. Superintendent Karen Molinar presented the early test results for spring 2025 during a school board meeting on Tuesday, June 10, a week before the Texas Education Agency publicly releases statewide testing data from the State of Texas Assessments of Academic Readiness, or STAAR, for elementary and middle school grades. TEA released End-of-Course assessment results for high school subjects on Tuesday morning, which showed the district had seen gains in student performance in Biology and Algebra I, but losses in English I, English II and U.S. History. The preliminary test scores for grades 3-8 showed no decreases in reading scores across the board, and the gains seen ranged from 2-7%. Notably, reading and math scores for third and fourth graders increased at all performance levels. The largest decrease in performance, compared to official 2024 results, was seen in fifth grade math for students approaching grade level in the subject. There were 62% of students meeting this metric in 2025 compared to 66% in 2024. 'We are definitely not anywhere near where we want to be for any student in this district and as a district as a whole, but this does show that the actions that we did put in place this school year — by putting adults in front of students; and redesigning our campus instructional coaches to work with small groups; the professional learning and developments that we provided to our assistant principals (and) our principals with our leading and learning team, with putting a focus on instruction and data, we saw results,' Molinar said. Molinar emphasized that the elementary and middle school data she presented was unofficial student-level data that would not be used for projecting the district's A-F accountability ratings, which are administered by TEA to measure how well campuses and districts are performing academically and beyond. During the school board's June 24 meeting, Molinar said she would present the official results from TEA that will include a breakdown of the data by student demographics. 'I'm choosing to share our early results around our 3-8 (grades) to show you the importance of the plans we have already put in place for '25-'26 (school year),' Molinar said. 'This is what we call very dirty data from a state file, and that we'll see all cleaned up later on, on those release dates. Everything can differ just by a little bit, but we're very confident in the percentages that you'll see.' The district is implementing a new instructional framework in the upcoming school year where all lessons will be structured the same way across all grades to create consistency in instruction and reduce planning time for teachers. The framework is part of the district's efforts to turnaround its stagnant academic performance that's been seen historically. The district is also implementing a new block schedule for middle school students, who will have 90-minute classes starting in August. Molinar noted the district met a literacy goal outlined in its strategic plan, which was to increase the percentage of third graders meeting grade level in reading on STAAR to 33% by 2025. The preliminary test results showed 37% of third graders meeting this benchmark. This literacy goal grows over the next four years with a final goal of having 50% of third graders reading on grade level by 2029. An additional math goal outlined in the strategic plan for third graders was also met for 2025, Molinar added. The target was 32% of students meeting grade level, and the early test results show 34% students performing at that level. 'Very excited about that. We know our target for next year in 2026 is 36%. We believe, with that new instructional planning calendar and framework and the redesign that we will not only meet that target in 2026, but we will exceed that target,' Molinar said.
Yahoo
11-06-2025
- Science
- Yahoo
Texas releases 2025 STAAR end-of-course results, shows mixed progress
The Brief Mixed Performance Across Subjects: The 2025 STAAR EOC results show varied student performance in core subjects, with improvements in Algebra I and Biology, but declines in English I, English II, and U.S. History compared to 2024. Focus on Academic Progress: Texas Education Commissioner Mike Morath highlighted progress in math and science, while acknowledging the need for continued efforts to meet academic expectations for all students. Legislative Developments: A proposed bill to replace the STAAR with smaller tests throughout the year failed to advance, despite support in the State House of Representatives. Austin - The Texas Education Agency on Tuesday released the Spring 2025 results for the State of Texas Assessments of Academic Readiness (STAAR) high school End-of-Course (EOC) exams, offering a mixed picture of student performance across core subjects. The assessments, taken by high school students across the state, measure readiness in Algebra I, Biology, English I, English II, and U.S. History. According to the agency, this year's results show modest changes compared to 2024 — with gains in some areas and declines in others. By the numbers Algebra I: 47% met grade level (up from 45% in 2024) Biology: 62% met grade level (up from 57%) English I: 51% met grade level (down from 54%) English II: 56% met grade level (down from 60%) U.S. History: 68% met grade level (down from 69%) What they're saying Texas Education Commissioner Mike Morath acknowledged the progress, especially in math and science, but noted that more work remains to ensure all students are meeting academic expectations. "Texas students and educators continue to work hard to demonstrate academic excellence," Morath said in a statement. "At the same time, we also recognize that too many students are still not where they need to be academically." State officials noted that Biology scores improved across all student groups, including students from economically disadvantaged backgrounds, those receiving special education services, and emergent bilingual learners. The STAAR EOC exams are designed to evaluate whether high school students have mastered the skills and content necessary to move forward and ultimately graduate prepared for college, a career, or military service. In May the State House of Representatives passed a bill that would have replaced the statewide exam with three smaller tests given throughout the school year. Supporters claimed it would give teachers faster results and reduce testing pressure. Despite the momentum in the House, the bill failed to advance before the end of session. Individual student scores are now available through local school portals and using a unique access code provided by each student's school. Full statewide and campus-level data is available through the Texas Assessment Research Portal. Results for STAAR grades 3–8 will be released on June 17. The Source The Texas Education Agency on Tuesday released the Spring 2025 results for the STAAR high school End-of-Course exams.
Washington Post
09-06-2025
- Politics
- Washington Post
To fix our public schools, follow ... D.C.? Yes, you heard that right.
Eric A. Hanushek and Margaret E. Raymond are fellows at the Hoover Institution. Nobody is surprised to learn that the Washington Commanders pay players differently based on position and performance. Yet finding that this also holds true for D.C. public school teachers generally comes as a shock. It is an even greater shock that D.C. students' learning has improved more rapidly over the past 15 years than that of students in 20 other urban districts whose performance we have assessed. What's the reason for the shock? The fact that it's the near-universal approach of the 13,000 public school districts in the United States to pay teachers on the basis of experience and extent of graduate education — not position or performance. This might not be so objectionable — except for the disquieting fact that teacher salaries then end up being virtually unrelated to effectiveness in the classroom. After more than 50 years of calls for improvement in U.S. public schools, this needs to change. And two district school systems demonstrate one way to do it. In 2009, under the leadership of then-Chancellor Michelle Rhee, Washington implemented the IMPACT program — a revamped teacher evaluation system that is linked directly to classroom effectiveness and that provides large increases in base salaries for the most effective teachers and dismissal for the least effective. This program has shown that focusing on student learning is rewarded with improved student performance, and that student-focused incentives work. Dallas provides a second example of the power of changing the focus of teacher pay to student performance. Under the leadership of then-Superintendent Mike Miles, Dallas in 2015 switched to a salary system based on a sophisticated evaluation of teacher effectiveness. It then used this system to provide performance-based bonuses to teachers who would agree to go to the lowest-performing schools in the district. Two things happened: First, the best teachers responded to the incentives and were willing to move to the poorest-performing schools. Second, within two years, these schools jumped up to the district average. And yet such performance-related reforms have not caught on in the rest of the nation's schools. That's because, although it professes to foster learning, our school system is not structured in a way that encourages most districts to seek out or implement changes that systematically lead to better student performance. It is both compliance-based and a fierce defender of existing personnel and operational structures. U.S. history is populated with calls to improve our schools. President Lyndon B. Johnson's 1960s War on Poverty emphasized improved schooling to combat the roots of poverty. A little over 40 years ago, a federal report titled 'A Nation at Risk' discussed the sorry state of our public schools and called for deep changes. More recent reports have focused on the economic and national security concerns raised by American students' inadequate preparedness. The nation has responded to these calls by investing heavily in schools. Spending per student adjusted for inflation has quadrupled since the Johnson administration. With the added funds, we have pursued a wide variety of changes, from class-size reduction to whole-language reading. Many have simply not worked. Some have worked locally, but none has permeated the nation's schools. Never in the past 50 years has the need for successful innovation been more critical. Student performance is now lower than in the early 1970s, when the nation started assessing student achievement. In 2022, U.S. students were 34th in the world in math, just behind Malta but edging out the Slovak Republic. What is the difference between what we have generally tried and what has occurred in D.C. and Dallas? The common approach since 'A Nation at Risk' has been to look for add-ons, such as morning meditation or school-based health centers, that don't disturb the structure and incentives of the system as a whole. D.C. and Dallas moved to alter teacher incentives by placing student performance at the center of their policies, and they monitored the outcomes to ensure good results. Today's policy environment offers a fresh chance to address many of the problems in our schools. The Trump administration has called for significantly reducing the federal role in education and expanding decision-making by states and localities. This shift can perhaps be leveraged into the kinds of structural changes that we have known, for the past half century and more, are what is needed. Such extensive change requires new thinking by the states, which already have considerable flexibility that has gone largely unused. We need deeper institutional change that goes beyond simple add-ons. A recent report by the Education Futures Council calls this changing the 'operating system' of schools. Going beyond a thorough student focus, the report's proposed new structure would emphasize incentives over mandates, recognize differences among districts and schools, build supports and development for teachers and leaders, and permit schools that know what they are doing to continue doing it. This altered vision of schools might even lead local districts to adopt and expand observably successful programs such as those in D.C. and Dallas. This formulation, of course, is not the only option. But we know from a half-century of tinkering that the current institutional structure is unlikely to support improved outcomes. We need a deeper look at the constraints on performance that have grown to envelop our schools.
