2010 Annual Report by Center on Reinventing Public Education (CRPE)

2010 annual report

Learning as We Go: Why School Choice Is Worth the Wait,

by Paul T. Hill (Hoover Press), explains why schools of choice haven’t yet achieved a broader appeal and details key factors—including politics, policy, and regulation—that explain the delay. “[Hill] has written a short, wise book, “Learning As We Go: Why School Choice is Worth the Wait,” which provides the clearest explanations I have seen for why independent public charter schools need more time to develop... He thinks they are more promising than a renewed fondness for strengthening bureaucracy and standardizing instruction that seems to be bubbling in some foundations and national advocacy groups.”—Jay Mathews, Washington Post education columnist

Educational Economics: Where Do School Funds Go? by Marguerite Roza (Urban Institute Press) examines education finance from the school’s vantage point.

“For a basic understanding of where education money comes from and how it gets spent, one of the books I highly recommend is Where Do School Funds Go? by Marguerite Roza. At 99 pages, Roza’s book is a quick read, but it includes some stunning insights. She explains how the complexity of school funding inhibits schools’ ability to deliver services aligned with their academic priorities.”—Bill Gates, Microsoft Founder, Co-chair and Trustee of The Bill & Melinda Gates Foundation.

Taking Measure of Charter Schools: Better Assessments, Better Policymaking, Better Schools, edited by Julian Betts and Paul Hill (Rowman &

Littlefield Education), focuses on how to improve estimates of charter schools’ performance and suggests how policymakers can make better use of research-based evidence.

“Charter schools are by far the most important form of school choice in the U.S., yet making sense of the often conflicting research on their efficacy can be a daunting task. Julian Betts, Paul Hill, and the contributing authors clearly lay out the challenges in evaluating charter school performance, critically evaluate what existing research tells us (and doesn’t tell us) about charters, and offer suggestions on how best to expand our knowledge of the successes and shortcomings of the charter school movement.” —Tim Sass, Charles and Joan Haworth Professor of Labor Economics, Department of Economics, Florida State University.

Unique Schools Serving Unique Students: Charter Schools and Children with Special Needs, edited by Robin Lake, takes a pioneering look at the

role of charter schools in meeting the needs of special education students through in-depth research conducted by experts across the country.

“Congratulations on the success of your book! It is a fantastic resource for the charter school community and testament to the mission many of us are on to ensure all students are given the opportunity to access a high-quality education.”—Meghan J. Fitzgerald, Director of Special Education, Uncommon Schools.

welcome

An update from the directors

e are delighted to present this report on our recent work at the Center on Reinventing Public Education (CRPE). Now in our 18th year at the University of Washington, we want to share the evidence that our research both influences and is useful to educators and policymakers.

Paul Hill

Our work starts from the premise that America cannot get better schools by doggedly continuing to do the same things that have produced social inequity and low academic performance. We search for ways to provide more effective schools anywhere those methods might be found, whether from within the existing system, from other countries and sectors, or from market processes. Other think tanks too often either defend the existing public education system or press for its wholesale replacement. We follow a more pragmatic approach. We are open to any option that works. Our research examines ways to make public education more effective, especially for disadvantaged children in urban districts. We do this by identifying emerging, as well as on-going, systemic problems and offering research-based solutions that others might not have considered. As this report shows, our work has made a significant difference nationwide. In particular, we have contributed important new ideas and research in the following areas:

Robin Lake

• Re-missioning school districts • Charter schools and innovation • Finance and productivity At CRPE, we strongly believe education reform must produce continuous improvement in instruction, management, and results through evidenced based initiatives and a willingness to try new approaches. Moreover, we believe our ideas and policy proposals reach deeper, grow richer, become more usable, and generate greater payoff as we continue to develop our capacity to address the complex problems facing public education. We strive to integrate the areas of work described above so that state and local education leaders will be able to get practical, effective answers to the question, “Is this the best we can possibly do for our children?” We hope you find this report informative and inspiring. Let us know your thoughts about the work summarized here. We want to hear about your ideas for future research on school reform. Best Regards,

Paul Hill, Director

Robin Lake, Associate Director

re-missioning school districts T

he search continues for effective ways to educate disadvantaged children in large, urban districts. Large cities educate children from many backgrounds and with diverse needs. No single approach to instruction can work equally well for all students. Moreover, urban districts have consistently failed to educate the most disadvantaged students. They need to experiment with many plausible ideas rather than trying just one at a time. Unfortunately, school districts are organized to promote uniformity, not diversity of approaches and experimentation. Districts need to be able to provide a variety of forms of instruction, offer various school models, and do everything possible to ensure that disadvantaged students get access to excellent teachers. Leading cities, including New York, New Orleans, Denver, and more than 20 others, have adopted an idea developed at CRPE, a

2010 annual report

â&#x20AC;&#x153;portfolioâ&#x20AC;? strategy. Districts following this strategy provide a diverse set of schools tailored to the needs of particular neighborhoods and groups of students. Districts are open to promising ideas wherever they can find them, and try to engage cultural, educational, nonprofit, and business organizations in their work. In this portfolio model, districts run some schools in the traditional way, but also use chartering and other mechanisms to create a portfolio of schools and providers. Thus, a district will manage some schools directly, but also offer magnet schools, special-purpose schools, and charters managed by independent groups. Portfolio district leaders are agnostic about who runs a school or what it is called. These leaders see their job as searching for new approaches to schooling that can better serve students, especially the disadvantaged, by closing ineffective schools, opening effective

Hill] is responsible for a whole series of real breakthroughs in education “[Paul reform thinking, bringing ideas into the debate that have truly changed the way countless scholars, education reformers, and policymakers think about how the education system could work.

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ones to take their place, and ensuring that every student within the district boundary has access to a high-performing school. Since the late 1990s, we have written about the promise of portfolio district management,1 and we are both gratified to watch the idea take hold and committed to help communities implement the idea effectively. Our Portfolio School Districts Project is helping leaders of existing and future portfolio districts learn from one another, to accelerate the rate of innovation and improvement in public education, especially for low-income and minority children in big cities.

— Bryan C. Hassel, Public Impact

• decrease high school dropout rates through multiple pathways to graduation—Multiple Pathways to Graduation: New Routes to High School Completion; • use strategic communications to implement controversial new reforms—Strategic Communications for Portfolio School District Reform; • attract and retain high-quality teachers—Talent Management in Portfolio Districts; and • increase the pace of innovation in use of time, technology, and teacher work—New York City’s iZone.

Network of Leaders Pursuing the Portfolio Strategy

Past CRPE research shows how low-income parents make school choices and how transportation can be reconfigured to support school choice. To learn more visit crpe.org.

The Center on Reinventing Public Education helps state and local leaders design and implement portfolio school districts. In 2009, we created a national network of leaders who are pursuing portfolio strategies. Network members include top school district officials, mayors’ offices, foundations and businesses, teacher associations, nonprofits, and others. We host network meetings twice a year so leaders across the country can learn from national experts and from each other to address their most complex challenges, such as opening and closing schools, judging the qualifications of potential school providers, creating sophisticated data and analysis systems, and attracting talented principals and teachers from new sources.

Providing a Roadmap for Portfolio School Districts

Cutting Edge Research to Support Portfolio District Transformation Throughout the year, we work to support portfolio district leaders through research and forward-thinking analysis. In 2009, we published in-depth case studies of strategy, implementation, and results in New York City, Chicago, Washington, D.C., and New Orleans, where districts have adopted the portfolio strategy (Portfolio School Districts for Big Cities: An Interim Report).

We recently launched an online handbook that offers comprehensive information about the nuts-and-bolts of portfolio districts (for instance, examples of performance measures and labor contracts) as well as broader issues, such as the politics of reform and the challenges associated with sustaining the strategy. The handbook is organized around four major topics that cover critical actions and events associated with the portfolio strategy: • Launching the strategy: addressing key tasks and challenges involved in adopting and communicating the reform strategy, especially those related to politics and resources; • Developing a portfolio of schools: building systems for human capital, finance, facilities, and student assignment that support the portfolio strategy; • Managing a portfolio of schools: ensuring a continuous improvement cycle of performance monitoring and oversight; and • Sustaining the strategy: building pro-reform alliances and commitments so school districts can maintain the strategy and survive inevitable changes in system leadership.

A series of reports in 2009 and 2010 show how portfolio districts can: • transition from compliance-based to performance-based school district management—Performance Management in Portfolio School Districts;

[1] P. Hill, L Pierce, and J. Guthrie, Reinventing Public Education, University of Chicago Press, 1997, http://www.press.uchicago.edu/ucp/books/book/chicago/R/bo3644490.html ; P. Hill, Put Learning First: A Portfolio Approach to Public Schools, Progressive Policy Institute, 2006, http://www.ppionline.org/ppi_ci .cfm?knlgAreaID=110&subsecid=181&contentid=253740 ; P. Hill and M.B. Celio, Fixing Urban Schools, Brookings Press, 1998, http://www.brookings.edu/press/Books/1998/urbansch.aspx.

Paul Hill is focusing on just the right question: How do we fix a public school “system that, for too long, has operated for the benefit of the adults, not the

children? Hill understands what it is to develop a high-performing organization that is held accountable for results—in this case increased student achievement for all children. He calls it “portfolio management,” which is really a different way from the top-down approach that is currently in vogue in public education. This is a powerful idea and should be widely adopted.

2010 annual report

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— Joel Klein, former New York City Schools Chancellor

report on portfolio district in action: new york city’s iZone CRPE is at the forefront of studying urban school district reform initiatives throughout the country. In 2010, as New York City launched an ambitious reform project known as the iZone, our researchers were there documenting and analyzing this effort to embrace innovation and employ cutting-edge technology to solve students’ most persistent learning problems. Over the course of 2010, we conducted multiple interviews and school visits throughout the New York City public school district to understand better the goals and challenges of implementing the iZone. In December, we published New York City’s iZone, part of a series of reports from the Portfolio School Districts Project. “The assumptions embedded in the iZone are ones that grew out of New York City’s past experimentation with small, progressive schools,” write researchers Robin Lake and Betheny Gross. “Some of the city’s most successful schools have been those that created highly personalized learning environments by limiting their size so that adults could better connect with students and by developing engaging project-based curricula. A great number of such schools were created over the years and appear to have demonstrated some evidence of success.”

The authors discuss how new models will be tested and how successful models will be expanded. Lake and Gross also look at some of the significant challenges ahead for the NYC Department of Education and for other districts hoping to embrace new technological innovation: dealing with resistance from teachers and parents, assessing how well innovations are working, managing the risk of failed innovations, and paying for the significant cost of such investments. “The iZone represents a significant set of challenges and totally new ground for the NYCDOE,” report Lake and Gross. “These iZone schools are not adopting boxed models, they are designing them; they are evaluating what works and what should happen in their schools. In the end, the success of the iZone may rest on whether the district has built strong enough foundations for talent development, support networks, and evaluation systems under [prior reform efforts] to allow iZone schools to lead the country in innovation.” For more information on the iZone and to read the full report, please visit crpe.org.

coming soon • Expand the portfolio districts network as the number of districts adopting the strategy increases. We expect three to five major cities to join each year. • Investigate how portfolio districts can develop innovative instructional models. What prevents districts from using promising new productivityenhancing instructional technologies?

• Broaden the network concept to include state policymakers who want to support portfolio districts in their state. Help state departments of education redefine their own roles to become portfolio managers, overseeing themselves, overseeing districts on a performance basis, and closing, recombining, or replacing low-performing districts. 5

charter schools and innovation C

harter schools offer the potential to create high-performing public schools in districts typically plagued by poor student outcomes. Currently, there are about 5,000 public charter schools operating in 40 states and the District of Columbia. Like all important reform efforts, credible research and analysis must accompany innovation. To know whether charter schools are fulfilling their mission, we need rigorous evaluation of their performance, costs, and ability to address the unique needs of disadvantaged students. New data and evidence helps innovators across the country to collaborate, communicate, and develop best practices. Too often, however, the charter school debate is marred by biased research and polemics. CRPE is a leader in high-quality research and analysis within the charter school movement. We provide balanced evidence to policymakers and practitioners. And we routinely bring together the best minds in the field to share ideas and craft new solutions to emerging problems. Since 2004, our National Charter School Research Project (NCSRP) has addressed the need for credible research on charter school performance and practice. Targeted at research and policy communities, charter organizations and funders, and the news media, NCSRP has provided valuable research, knowledge, and resources to better inform the merits and future direction of the charter school sector. We have built a track record of balance, innovation, and rigor, establishing national research standards for

studies of charter school outcomes, exposing critical weaknesses in the organization and performance of charter schools, and providing intellectual leadership on policy and practice. According to Paul Hill, “Our goal is to have something that an intelligent layman will understand, and that an academic will think is solid.”

Charter Management Organizations, Effectiveness, and Scale-Up Charter management organizations (CMOs) are nonprofit organizations dedicated to scaling up the number of charter schools around the country. In partnership with Mathematica Policy Research, we are conducting the first national longitudinal study of the impact of CMOs on student outcomes. In 2010, we: • Published The National Study of Charter Management Organization (CMO) Effectiveness, an interim report on CMO structures and practices. The findings inspired a series of national presentations about the promise and challenge of CMOs. • Convened a panel of national experts to discuss CMO financial sustainability. A report, Paying for Scale: Results of a Symposium on CMO Finance, summarizes the discussion. • Co-authored an article about the track record and promise of CMOs. “The $500 Million Question: Can Charter Management Organizations deliver quality education at scale?” was published in Education Next, Winter 2011.

Charter School Performance Assessment Since 2005, NCSRP has convened a consensus panel of nationally recognized experts to improve the rigor of charter school performance studies. In April 2010, we published Taking Measure of Charter Schools: Better Assessments, Better Policymaking, Better Schools, an edited volume of the panel’s findings.

Charter Schools and Special Education

CRPE’s Associate Director Robin Lake testified before the House Committee on Education and Labor regarding H.R., 4330, a proposal to expand and update the U.S. Department of Education’s charter schools program.

2010 annual report

NCSRP Executive Director Robin Lake edited Unique Schools Serving Unique Students, a book that takes a pioneering look at the role of charter schools in meeting the needs of special education students. A related policy guide identifies policy, research, and investment opportunities needed to confront the challenges faced by charter schools and parents of students with special needs. Following publication, Lake co-hosted a panel discussion with the Washington DC Special Education Cooperative to review the book’s findings.

Annual Report: Hopes, Fears, & Reality NCSRP’s annual report, Hopes, Fears, & Reality: A Balanced Look at American Charter Schools, includes facts, findings, and policy analysis on charter schools. The influential report, edited by Robin Lake, is widely read and well respected for providing valuable trend data and sharp policy analysis. Online readership of the series has grown steadily, with nearly 100,000 views in five years. The fifth edition was published in January 2010, and had nearly 13,000 views during its first year online.

Teachers, Leaders, and Educational Programs: “Inside Charter Schools” “Inside Charter Schools” is a federally funded, four-year research project that aims to understand how charter schools differ from each other and from other public schools. This research focuses on the teachers, leaders, academic programs, and environments

of charter schools. The project has produced papers, essays, and briefs on: • charter school leadership training and succession; • teacher turnover and competition for teachers in charter schools; • unionization in charter schools; • access to college prep for low-income students; • charter school instructional programs; • charter high schools as alternative paths to graduation; and • improving charter school governing boards. The series of studies was completed in 2010, culminating in a final report, Inside Charter Schools: Unlocking Doors to Student Success, that addresses the question: what new opportunities and challenges has charter school autonomy created?

Fears, & Reality report] is always a phenomenal resource “inThisthe[Hopes, fractious realm of education research. ”

— California-based education reporter

The work that you do at the Center on Reinventing Public “Education has been tremendously helpful to me in my work on charter schools. When the opportunity came up to bring useful and nonpartisan information to our constituents, you [Robin Lake] were top on my list of potential speakers.

”

— Yilan Shen, Policy Associate, Education Program, National Conference of State Legislatures

2010 annual report

charter schools meeting the needs of students with disabilities In 2008, CRPE commissioned three in-depth papers by experts across the country to explore the intersection of special education and charter schools. School choice advocates contend that diversity within the student population requires diversity within schools to allow parents to select the right fit for their children. This can be especially true for students with disabilities. The papers addressed a broad spectrum of research questions. They include: the perception of parents of children with special needs about their options for charter schools and their use of them, the obligations of all public schools to meet the needs of children with disabilities and the inherent challenges and opportunities for charters, and case studies of charter schools that are successfully providing special services to students with a range of disabilities.

Unique Schools Serving Unique Students can be purchased at crpe.org.

This research led to the publication of the book, Unique Schools Serving Unique Students. It shows that charters can be a haven for students with special needs. For example, Metro Deaf School (MDS) in St. Paul,

Minnesota, serves students who are deaf and hard of hearing by using a dual approach of American Sign Language (ASL) and written English, a program that was developed by the school’s director, Dyan Sherwood, who previously worked as a teacher in the district’s self-contained classrooms. Sherwood says the approach to deaf education in the district’s schools where teachers employed a variety of approaches— including ASL, cued speech, lip reading, oral/aural, or others— resulted in confused classrooms, poor language development, missed opportunities for social and emotional development, and no access to role models who are deaf. She co-founded MDS, a charter school, to provide an academically rigorous, socially supportive, and engaging environment for deaf students. To support the development of the whole child, MDS employs occupational and physical therapists, speech clinicians, a social worker, and a clinical psychologist. Several of these specialists are deaf, providing both valuable services and access to deaf role models for MDS students. A parent of two students at the school, who herself is deaf, explained that having the opportunity to have her children educated in their first language at MDS is one of the primary reasons she chose the school. “[If ] you were the only deaf child, I don’t believe you would have as many opportunities as the kids do here,” she said. The diversity and innovation charter schools provide in the ways they approach special education represent an important addition to the public education landscape. Some charter schools, such as MDS, have used their autonomy to create especially effective approaches, some of which are potential new models for public education writ large.

coming soon • New findings about unionized charter schools: What motivates unionization in charter schools and what do the resulting contracts look like? • A new national report summarizing what the most rigorous studies tell us about charter school academic outcomes.

compared to other public schools and what makes some CMOs more effective than others? • A comparison of charter and district-run school turnaround efforts in New Orleans.

• A final report from the National Study of Charter Management Organization (CMO) Effectiveness: How are CMOs performing 9

finance and productivity S

transparent flow of funds to schools, and inform more innovative and productive allocation of public dollars.

Our work shows that states and school districts often do not know how much they spend, on what, and to what effect. Routines that govern the uses of funds often work to the disadvantage of poor and minority children, support outdated practices, and impede problem solving. Our research shows how states and districts can stabilize district finances, ensure

In 2009, CRPE Senior Scholar Marguerite Roza published, Breaking Down School Budgets: Following the Dollars into the Classroom. This analysis computes and reports spending on various services for high schools in three districts. The findings reveal the ways in which per-pupil spending varies by subject and course level. This research was included in Roza’s 2010 book, Education Economics: Where Do School Funds Go?

tates, districts, and schools must make efficient and innovative uses of funds in order to educate all students well. We initiated the Finance, Spending, and Productivity Project to develop policy and legal tools that enable more strategic and efficient use of resources in K-12 schools. Unlike traditional school finance research, which tracks how equitably funds are distributed among school districts, we focus on how money is used within districts, and how different uses of money could permit innovation and increase children’s learning opportunities.

CRPE has a proven capacity to generate strong ideas and practical strategies that successfully transform public school spending in cities as diverse and complex as New York City and New Orleans. Our research helps leaders at all levels—federal, state, local, and the individual school—to understand costs and to direct money where it is most needed.

education policy: making the case nationwide As the economic crisis unfolded, CRPE’s work on finances and productivity played an important role in informing the decisions of national policymakers. According to a February 10, 2009 article in USA Today, U.S. Education Secretary Arne Duncan relied on analysis by CRPE to bolster the case for education stimulus funding in the states. “The first look ever at how the USA’s economic downturn could affect education finds that states probably will cut an estimated 18.5% of spending over the next three years, an $80 billion drop that could eliminate 574,000 publicly funded jobs,” the article says. “The analysis, by Marguerite Roza, a senior scholar at the University of Washington’s Center on Reinventing Public Education, comes as congressional lawmakers begin working out a compromise on the economic stimulus bill.” The new analysis “obviously confirms what we have feared: that there is so much at stake now and we’re really trying to stave off catastrophe,” Duncan said. Duncan used CRPE’s work to push for the administration’s multi-billion dollar education stimulus proposal.

2010 annual report

Marguerite Roza, Senior Scholar at the Center on Reinventing Public Education, testifies before the U.S. House of Representatives Committee on Education and Labor at a hearing entitled “Teacher Equity: Effective Teachers for All Children.” September 30, 2009.

I was asked, ‘who’s the best person in the country on education finance?’ “Without a moment’s hesitation, I said ‘Marguerite Roza.’ ... Unknown to most, it is her thoughtful analysis and financial acumen that provided much of the data to support the economic stabilization part of the stimulus package for education – a mere $54B in funds.

”

— Joanne Weiss, then partner and COO at NewSchools Venture Fund and newly appointed leader of the U.S. Department of Education’s Race to the Top Fund, presenting Roza with NSVF’s 2009“Change Agent of the Year” award

Schools in Crisis: Making Ends Meet In December 2010, as the national economic crisis continued to roil state and local municipalities, we published an analysis of teacher benefits that showed how cash-strapped schools districts could save considerable money in their budgets by offering cafeteria-style benefit packages. The research was immediately picked up by Education Resource Strategies, a nonprofit organization of public school reformers in Massachusetts, who presented the work at a national meeting of school chief financial officers in Aspen. This is just one example of how our series of “Rapid Response” briefs on the economic recession has proved to be both timely and useful to educators, policymakers, and school reform advocates. To see all the papers in this series, please visit crpe.org.

coming soon • Continue our Rapid Response series of analyses designed to inform education leaders about productive options for responding to the fiscal shortfalls. We will publish five to six briefs per year. • Analyze availability of funds for state education agencies to invest in developing capacity for performance management. • Expand our fiscal analyses to include higher education. We have opened up K-12 finances to new levels of scrutiny, but higher education spending remains virtually unanalyzed. The same method—tracing real dollar expenditures to their final use in order to estimate and compare per-pupil costs of different departments, programs, and courses—will open up new options for improving the productivity of higher education institutions. 11

washington state schools I

n the past year, CRPE contributed timely and useful research on schools in Washington State, including analyses of Seattle Public Schoolsâ&#x20AC;&#x2122; performance levels, the impact of seniority-based layoffs of teachers on school improvement efforts throughout the state, and the lack of educational opportunity for low-income and minority students in Washington. We will continue to analyze fiscal issues faced by K-12 institutions in Washington State, including the consequences of pay bonuses for teachers who gain National Board for Professional Teaching Standards certification. In spring 2011 we will launch the Washington Education Innovation Forum. This series will bring together a group of top education and private sector entrepreneurs in an effort to help Washington State schools dramatically accelerate student achievement through innovation and new instructional technologies. Each session will feature a local or national guest to present an out-of-the-box idea or model to spark creative thinking and action on a particular educational problem.

2010 annual report

who we are T

he Center on Reinventing Public Education (CRPE) is a research unit at the University of Washington Bothell. CRPE was founded in 1993 by Dr. Paul Hill. CRPE engages in independent research and policy analysis on a range of K-12 public education reform issues, including portfolio strategies for school district management, school choice and charter schools, and innovation and productivity. Our work is based on the premise that public schools should be measured against the goal of educating all children well, and that current institutions too often fail to achieve this goal. CRPE’s research and analysis challenges the current system and shows how it can be re-imagined to better serve all students.

Funders We at the Center on Reinventing Public Education would like to thank our funders for their generous support, not only for the work represented in this report, but also for their genuine commitment to improving public education in our country. Annie E. Casey Foundation Anonymous Bill & Melinda Gates Foundation Carnegie Corporation of New York Ewing Marion Kauffman Foundation Fund for Educational Excellence Joyce Foundation Lynde and Harry Bradley Foundation Rodel Charitable Foundation Seattle Foundation Smith Richardson Foundation U.S. Department of Education Walton Family Foundation William and Flora Hewlett Foundation

Our ideas and research results are transforming school districts, opening up new approaches to instruction, and helping educators make more thoughtful and effective uses of public funds. CRPE researchers have testified as expert witnesses before Congress and state legislatures, have served as reviewers on Race to the Top applications, and have presented at national meetings and conferences. Our work is widely covered by local and national media and our researchers frequently provide interviews and written commentary on complex or emerging issues.

CRPE Staff Dr. Paul Hill, Director Dr. Hill is the John and Marguerite Corbally Professor at the University of Washington and a Non-Resident Senior Fellow in the Brookings Institution’s Economic Studies Program Robin Lake, MPA, Associate Director Ms. Lake is Executive Director of the National Charter School Research Project (NCSRP) Dr. Marguerite Roza, Senior Scholar Dr. Betheny Gross, Senior Research Analyst Christine Campbell, Senior Research Analyst Michael DeArmond, Research Analyst Mitch Price, Legal Analyst Melissa Bowen, Research Analyst Sarah Yatsko, Research Analyst Cristina Sepe, Research Coordinator Elizabeth Cooley Nelson, Research Coordinator Monica Ouijdani, Research Coordinator Allison Demeritt, Research Assistant Julie Angeley, Operations and Communications Manager Debra Britt, Communications Specialist Carol Wallace, Program Operations Specialist Kristine Echert, Program Assistant

“Public education is a goal, not an institution.” 13

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