New data continues to confirm what has been obvious for decades: federal interference in education since 1965 has failed to improve the academic achievement of poor children. This difference between students from higher and lower income families, dubbed “the achievement gap” by
The education swamp-expanding budget process discussed a few weeks ago is now near completion. The table below shows the final levels of difference between this fiscal year and last in the column in bold. Sadly, none of the unconstitutional, wasteful, ineffective programs
This article was originally posted at The American Spectator and co-authored by Dr. Karen Effrem, president of Education Liberty Watch. On the theory that more government programs can solve any public-education problem, bipartisan policymakers have embraced government-funded pre-K programs as the current fix.
Last week, Politico’s Morning Education discussed how the Preschool Development Grants started under the Obama administration for four-year-olds were adding thousands of new early childhood slots around the nation. The report also mentioned, “States also used funding from the program to align
The Trump administration’s fiscal 2019 education budget contains many reductions and eliminations that should give hope to parents and privacy advocates. But sadly, congressional appropriators seem almost as genetically incapable of eliminating ineffective, invasive, or harmful programs — despite mountains of data
Despite courageous efforts by Senator Rand Paul, other fiscally conservative senators, and the House Freedom Caucus, as well as the objections of pro-amnesty Democrat members in both chambers, Congress passed a two-year budget deal early this morning that ballooned spending by $300
Last Thursday’s edition of Politico’s Morning Education had a short blurb on the status of the preschool development grants, yet another ill-considered federal preschool program imposed by the Every Student Succeeds Act (ESSA). Here is part of what was written: WHAT’S UP
The U.S. House Subcommittee on Preschool, Elementary, and Secondary Education recently held a hearing titled “Opportunities for State Leadership of Early Childhood Programs.” Although some on the subcommittee made an effort to focus on the duplicative and fragmented nature of the 44 different