In states with strict accreditation mandates, too many effective private schools are shut out of educational choice programs, greatly limiting opportunities for families. Explore ExcelinEd’s new analysis on how accreditation requirements can work against school choice and what states can do better. https://lnkd.in/gzebrWAq
How accreditation rules limit school choice: ExcelinEd analysis
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“What begins as a safeguard too often turns into a barrier…” In eight states with universal eligibility for private school choice programs, participation rates vary greatly. Why? Strict accreditation rules keep quality schools out of reach for many families. Explore the data and read how flexible accreditation alternatives could open the door for more families. https://lnkd.in/gzebrWAq
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Expanding access to education continues to drive innovation at the Alamo Colleges District. The Alamo Colleges District Board of Trustees has approved the creation of the School for Online Learning, advancing our commitment to flexible, high-quality education for students across the region. The new school will unite more than 160 online programs under one coordinated framework, making it easier for working adults, student parents, and others to earn a degree or credential on their schedule. #AlamoPROUD Visit the link to learn more: https://bit.ly/47G9kBc
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This explainer, published in May, helps journalists understand and ask more probing questions about private school vouchers and other school choice programs. https://lnkd.in/e5mxFbC7
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The U.S. Department of Education has announced a record $500 million investment in charter schools, supporting innovation and expanded educational opportunities nationwide. Learn more about how this funding will shape the future of charter education. https://lnkd.in/gKcsytmP
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Opponents of school choice programs say they aren't transparent. EdChoice researcher Colyn Ritter's new blog sheds light on school choice programs and affirms that there is a lot of data on programs, if you know where to look for it. https://lnkd.in/gw_kH5wT
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🧭 If your school or trust is looking to refine how Pupil Premium funding is used, take a look at this blog on how to shape more effective, evidence-driven strategies for supporting disadvantaged pupils. 🔑 Why this matters: The guide opens with striking statistics: children eligible for Pupil Premium funding are on average 19.2 months behind their peers at secondary exit. It emphasises a structured cycle: Diagnose → Plan → Deliver → Review — not just a paper exercise. It encourages moving beyond assumptions and embracing rigorous monitoring and adaptation. Read in full here: https://ow.ly/3TKP50XlYbl
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A timely and well-argued post by Peter Hyman calling for curriculum reform based on a clear conception of the purpose of education. For me, the philosophical question of what we are doing when we educate young people should be at the heart of any reform. Will the Curriculum and Assessment Review help us move beyond a restrictive 'right answer' model which reduces learning to test preparation, to a paradigm of education as personal response to open questions and real world challenges, which leads into personal development, skills building and creative project work? If it does, and we decide to move in this direction, we already have the tools, models and qualification frameworks available. Amongst other examples, I would cite PQs, UTCs, Studio Schools, IoTs & high quality VTCs. The challenge will be to refresh, strengthen and promote their wider uptake. Some creative re-balancing of the curriculum coupled with intentional creation of networks to share resources, training and vision centred on providers who already exemplify excellent provision could bring about a transformational renewal of education in England.
Substack: Changing the Story. Senior Advisor Sir Keir Starmer 2022-24, Co-founder of School 21 and Voice 21, Founder of School 360, Advisor to Prime Minister Tony Blair 1997-2003.
I discovered this beautiful definition of the purpose of education written by a group of forward-thinking teachers many years ago. Some of the language may feel a bit dated but it serves as a challenge to politicians and educationalists to write something equally clear for today. "A pupil should be alive and alert, and interested in himself, his fellows and his surroundings. He (she) should be flexible and adaptable, able to cooperate with others, but able also to stand out against others when he believes he is right. He should be active, able, willing to work hard and eager during his leisure to cultivate his personal pursuits. He should be morally and socially sound and responsible, not anti-authority or too accepting of the established mores of society, but properly critical of them. He should be a giving and caring person, wanting to give as well as to receive, and recognising that one of the most deadly poisons in our society today is the “couldn’t care-less” doctrine. He should be as literate as his intellectual powers permit him to be, as fully informed as possible about the world in which he has to live, and able to find things out for himself and to form a balanced judgement on them." Education reform needs to start from purpose. What kind of young people are we trying to nurture? When the government publishes its Curriculum and Assessment Review and its Education White Paper, I hope the policies flow from a compelling vision of the purpose of education and the purpose of school. And I hope that purpose is about educating the whole child - a three-dimensional vision not the current one-dimensional exam factory model. My Substack this week is on this theme. https://lnkd.in/etKziYyc
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K–12 education is undergoing a dynamic transformation—from savings accounts and vouchers to charter schools and hybrid homeschooling. In the latest "Talking Choice," #jhusoe's Ashley Berner and Education Week's Frederick Hess unpack these game-changing trends. https://lnkd.in/eAwBhy7x
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With the Curriculum and Assessment Review recommendations due this month, vocational education stands at a critical crossroads. The Department for Education has confirmed its commitment to T Levels, but many centres maintain that applied qualifications provide more effective routes for their learners than a binary choice between A levels or T Levels. In The Council for Subject Associations's new blog director Michele Gregson, CEO of the National Society for Education in Art and Design (NSEAD) explores why subject-specialist voices must be central to policy decisions, highlighting encouraging signs from government including Skills Minister Jacqui Smith's "practical, evidence-led approach" and the CAR panel's acknowledgment that T Levels are "not suitable as the only vocational pathway." Through a compelling case study of art, craft, and design qualifications, we can see how subject associations can successfully influence policy. When NSEAD and D&TA collaborated to raise concerns about the Craft and Design T Level, their deep subject expertise led to real changes: new flexibilities for industry placements and confirmed funding for Art and Design AGQs until at least 2027. The message is clear: different subjects require different pedagogies, and effective policy must reflect that reality. Read the full blog to discover: Why the current moment is so critical for vocational education How subject associations are successfully shaping policy through collaboration What the government's response tells us about the future Why protecting student choice depends on subject-specific expertise Read it here: https://lnkd.in/eXd--kDQ #VocationalEducation #EducationPolicy #SubjectExpertise #CurriculumReform #SkillsForLife #CollaborationInEducation #StudentChoice #StrongerTogether #SubjectAreas #SubjectAssociations #NSEAD #CFSA
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New from the Research School Network: A round-up of the latest Pupil Premium blogs from across our network. Perfect for Pupil Premium leaders and school teams who want to stay up to date with the latest research, insights, and strategies to ensure every teacher is a teacher of PP. Explore how schools are creating inclusive learning environments and evidence-informed approaches that help all pupils thrive. #PupilPremium #EducationResearch #SchoolImprovement #ResearchSchoolsNetwork #TeachingAndLearning
✨RSN blog round-up✨ Our Research Schools continue to share practical, evidence-informed strategies to improve teaching, leadership, and outcomes for disadvantaged pupils. 💡 Practical classroom strategies We need to talk about Oracy’ – structured talk & maths focus – Staffordshire RS 🔗https://lnkd.in/e9VCfUDV Embedding metacognition in the classroom – three routines – Alexandra Park RS 🔗 https://lnkd.in/ezUWCfWh Elevating spoken language in every classroom – Pinnacle Learning RS 🔗 https://lnkd.in/e6dMnfTg 📈 Leadership & vision Vision and structural tension – lessons from sporting leadership – Durrington RS 🔗 https://lnkd.in/em-Y3VRG Statement of intent: why a clear vision matters – Greenshaw RS 🔗https://lnkd.in/eU5AbUUU Leading teaching and learning: from reflection to impact – North London Alliance RS 🔗 https://lnkd.in/eDc8EsKM 🎯 Pupil Premium & supporting disadvantaged learners Making sense of Pupil Premium in 2025 – Derby RS 🔗 https://lnkd.in/e7qjSz8B A genuine understanding – Cornwall RS 🔗https://lnkd.in/eW_yw6Rz Pupil Premium with purpose: building a plan for success – Hampshire RS 🔗 https://lnkd.in/eNAQuXgq 💡 These blogs share practical tools, reflections, and real experiences from school leaders and teachers across our network – helping schools turn evidence into action.
