New York was the subject of a study by Stanford professor Caroline Hoxby. By comparing the progress of students who were accepted to a Charter school by random lottery and those who were not accepted and remained in public schools, Hoxby was able to create a reliable comparison between similar students.

The results showed children who attended Charter schools performed better in math and English. The key component of Hoxby’s study is that the school is the only difference between the two groups she studied. Parents were equally motivated, the children were equally qualified, and the lottery was random.

For Charter founders, teachers and board members, these findings reinforce their day-to-day experience working with individual students. The research dispels the myth that Charter successes have only been because they “cream” the best students. But research is not only valuable to prove a theory true, but also to direct next steps.

Missouri is one of the states that Dr. Hoxby’s study identifies as hosting Charter schools whose students showed significantly higher gains than their public school counterparts. This kind of definitive research is vitally useful in crafting a good education policy – one that produces measurable results.

But how will this information filter into policies, especially considering Education Secretary Arne Duncan’s (@arneduncan) recent tour promoting swift, serious education reforms on the state level? A study conducted by the Northwest Regional Educational Laboratory specifically examined how policymakers access and apply research evidence. Through focus groups and surveys, they found that research played a minor role in policy-shaping discourse.

“Study participants asserted that political perspectives, public sentiment, potential legal pitfalls, economic considerations, pressure from the media, and the welfare of individuals all take precedence over research evidence in influencing decisions. In focus groups and interviews, participants did not mention any ‘breakthrough research’ nor did they cite any findings that they felt had a dramatic effect on practice or policy.” ( p. 0iv)

Part of their research examined how researchers might present their findings to policymakers in a more useful format. Participants identified a lack of sophistication in finding, analyzing and applying data, as well as an apprehension about the accuracy of research. That is certainly understandable in a culture rich with data and research: sifting through a great wealth of often dense, technical research to find applicable, trusted, complete research requires rigor and time.

“Both policymakers and practitioners expressed a preference for brief reports (no more than one to two pages), in a larger font, and written in nontechnical language. They also identified a need for research that is locally relevant and credible, includes case studies, and offers analysis across multiple studies.” (p. Oiv)

The authors stressed that research has many auxiliary or indirect paths to influencing public policy. For instance, there is a heavier reliance on research by school administrators as they form local policies. Research may be highlighted by the media, or used by the reform-minded to frame a policy conversation. But in any of these scenarios, policymakers stressed that in order for it to be useful in sculpting reform policies, they had to receive that information from a trusted intermediary.

The Hoxby study in particular is a seminal piece of research that has already found a life in the reporting of major national newspapers, such as the New York Post, the Washington Post and the New York Times. The challenge in Missouri will be to help explain how this study applies to Missouri students: what the current Charter school environment looks like in Missouri, and how we can use policy as a bridge to increased achievement.

“Clearly, the formulation of policy is a balancing act among what is right, what is known, what is desired, and what is possible,” (p. 1) note the study’s authors, and good research can fortify that framework to result in truly effective reforms.

Additional Resources:

Caroline Hoxby was in St. Louis earlier this year to talk about her research on Charter School performance.

Charter School Research and Economics Part 1


Charter School Research and Economics Part 2


STUDIES MENTIONED ABOVE:

Caroline Hoxby’s Multiple Choice: Charter School Performance in 16 States

NREL: Toward a Research Agenda for Understanding and Improving the Use of Research Evidence

Today marks the first day of public school in the newly-inspired Innovation Concept Academy.  The St. Louis community, and America-at-large, owes a lot to the courage of one man – Judge Jimmie Edwards.  In less than six months, he has embarked on what others might say would be nearly impossible:  1) to assume ownership of a new community school that exists outside the lines of a public school, 2) to unite a diverse coalition of public and private interests together to enrich the learning environment, and 3) to lobby for real, no excuse community change for youth who need it the most.

From a political perspective, the Innovation Concept Academy hits on all five of the recommended steps on which now Governor Jay Nixon campaigned last year.  His five points were:  to invest in public school options using public-private partnerships, to recruit talented teachers to challenged districts, to reduce class size, to re-establish local community support, and to make sure that alternative schools are available and effective.  The Academy seeks to challenge all of the obstacles facing those children who often get lost in the public school system without effective mentors, dedicated instructors, and guardian engagement.

This Tuesday, we accompanied Rex Sinquefield with Judge Jimmie Edwards on a walk-through of the Blewett school facility.  We are excited to report that the Chess Club and Scholastic Center of St. Louis will be partnering with the Academy to build a dedicated room to teach chess with its curriculum.  It is our hope that students can improve their math, science, reading, and critical thinking skills using a life sport like chess in a variety of environments (for classroom instruction, after-school partnerships, supplemental learning, and as a means to connect to our greater community).  If successful, such a model might provide a road map for urban progressives, mayors, governors, and civic patrons to do the same around the country.

In the coming months,  Room 103 will transform itself with the opening fall classes into a dynamic place to learn the game of chess.  Public school teachers, including educators as part of the AFT Local 420 Teacher’s Union have agreed to fill the classroom with ambitious goals of instruction (and smaller class size).  The Metropolitan Police Department of the City of St. Louis are moving in a sub-station to assist the facility with mentoring and community needs.  The community arms have even opened to accept other instructors from a wide variety of parish school environments. The manner by which so many organizations, from MERS Goodwill to local celebrities, have come together, can help pave the future of new school design.

Good luck Judge Edwards and Innovation Concept Academy.  Our children, our entire community, and our nation of neighborhoods, needs your model to succeed.

Rex A. Sinquefield with Judge Jimmie Edwards

Judge Edwards shows new classroom monitors to Rex Sinquefield

Future Chess Salon

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