• Brown Center Chalkboard

  Obama’s Early Education Proposals Leave Federal Efforts Fragmented and Incoherent

  Chris Herbst | May 8, 2013 11:00am

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  Guest Chalkboard author, Chris Herbst, discusses the major structural flaws of the Child Care and Development Fund (CCDF) and how Obama's early childhood education budget has missed an opportunity to mend it.

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• Brown Center Chalkboard

  Time-to-Graduation Too Often Overlooked

  Beth Akers and Matthew M. Chingos | May 1, 2013 11:00am

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  Prospective students and their families are often encouraged to look at graduation rates when choosing a college. But while this outcome is important, Beth Akers and Matthew Chingos agrue that it misses crucial information on how long it will take to earn a degree—and consequently the total cost.  Read More

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• Brown Center Chalkboard

  Teacher Value-Added: Do We Want a Ten Percent Solution?

  Grover J. "Russ" Whitehurst | April 24, 2013 11:00am

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  Russ Whitehurst takes a look at the hotly contested "value-added" issue, which assesses teachers based on their students’ scores on standardized tests. Sharing insight from the Brown Center's upcoming research examining the design and performance of new teacher evaluation systems across the country, Whitehurst warns that often value-added can only be used to assess a small percentage of teachers.

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• Brown Center Chalkboard

  Do Math and Science Teachers Earn More Outside of Education?

  Martin R. West | April 17, 2013 3:34pm

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  Martin R. West, citing the urgency for improving American students’ skills in math and science, explores whether these subject teachers earn more outside of education.  American students continue to lag behind their peers in many countries on international assessments of math and science. To shed light on this question, West reviews research, completed with his Brookings colleague Matthew Chingos, that compares earnings of teachers in different subject areas both while they were teaching and in their new careers.

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• Brown Center Chalkboard

  Ask the Students

  Thomas J. Kane | April 10, 2013 11:00am

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  Tom Kane presents policy recommendations on using student surveys to evaluate teachers, drawn from his work on the Gates Foundation’s Measures of Effective Teaching (MET) project.

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• Brown Center Chalkboard

  Ability Grouping, Tracking, and How Schools Work

  Tom Loveless | April 3, 2013 11:00am

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  Tom Loveless takes a look at the way teachers teach in the classroom, the resurgence of ability grouping, and how researchers should approach evaluations of teaching and grouping going forward.

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• Brown Center Chalkboard

  Good News about Low-Income Students

  Caroline M. Hoxby | March 27, 2013 11:00am

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  Stanford University professor Caroline Hoxby and Christopher Avery recently took a look at the top 4% of American students in the high school graduating class of 2008 to determine how many high-performing students from low-income families are making their way into selective institutions.

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• Brown Center Chalkboard

  Is Tracking and Ability Grouping Making a Comeback?

  Tom Loveless | March 20, 2013 3:00pm

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  Tom Loveless discusses a portion from his recently released 2013 Brown Center Report on American Education on the resurgence of ability grouping and tracking in the classroom.

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• Brown Center Chalkboard

  Redirecting Students to Less Demanding Colleges Not a Strategy for Success in the Sciences

  Matthew M. Chingos | March 13, 2013 11:00am

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  As the Supreme Court takes a look at admissions preferences in college admissions, Matthew Chingos disputes the findings of a recent study which claimed that affirmative action reduces the likelihood that minority students earn science degrees.

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• Brown Center Chalkboard

  Are Minority Students Harmed by Affirmative Action?

  Matthew M. Chingos | March 7, 2013 11:00am

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  The pending Supreme Court case on affirmative action has reignited interest in the “mismatch” theory, which posits that minority students are harmed by being admitted to colleges that are too demanding for them. Matthew Chingos shows that this theory is not supported by any high-quality evidence.

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