A new report from the Lexington Institute, Immersion Not Submersion, Vol. III, concludes that an emphasis on English-only teaching methods mandated by Proposition 227 is responsible for notable improvements among California’s English Language Learners, and that these methods can even overcome the effects of poverty, larger class sizes, and lower per-pupil funding. This review finds these claims to be without merit. The Lexington Institute’s report suffers from poorly sampled data, inaccurate descriptions of district-level policies, failure to account for alternative explanations for observed changes in district testing data, and lack of any serious analysis of the data presented. The report also fails to acknowledge or address recently published research studies whose conclusions are dramatically different from those presented in the report. The report is not useful for guiding educational policy or practice.

Suggested Cite:

MacSwan, J. (2006). Review of “Immersion, Not Submersion, Vol III.” Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-immersion-not-submersion-vol-iii-can-a-new-strategy-teaching-english-outperform-old

The report reviewed here concludes that competition and choice induce improved hiring practices and more flexible compensation policies, which in turn attract and retain high-quality teachers. The review finds that this conclusion lacks evidentiary support.

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Pecheone, R. and Vasudeva, A. (2006). Review of "Giving Students the Chaff: How to Find and Keep the Teachers We Need."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-giving-students-chaff-how-find-and-keep-teachers-we-need

The report reviewed here concludes that Florida's recently instituted policy of test-based retention has helped academically struggling elementary school students improve their reading. According to the review, the report overstates the effect of retention on student achievement.

Suggested Cite:

Briggs, D. (2006). Review of "Getting Farther Ahead By Staying Behind: A Second-Year Evaluation of Florida's Policy to end Social Promotion."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-getting-farther-ahead-staying-behind-a-second-year-evaluation-floridas-policy-end-s

The report reviewed here finds that private schools in Cleveland are less segregated than the city’s public schools. According to the review, this finding is important, but it says little about whether voucher programs would increase or decrease segregation.

Suggested Cite:

Ritter, G. (2006). Review of "Segregation Levels in Cleveland Public Schools and the Cleveland Voucher Program."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-segregation-levels-cleveland-public-schools-and-cleveland-voucher-program

A new Fordham Institute report assigns letter grades to each state for their academic standards. A review of this report finds that the method for determining those grades is flawed.

Suggested Cite:

Howe, K. (2006). Review of "The State of State Standards 2006."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-the-state-state-standards-2006

This report claims that private schools outperform public schools. According to a review by the Think Tank Review Project, the report applied inappropriate models to account for the demographic differences between students.

Suggested Cite:

Lubienski, C and S. (2006). Review of "On the Public-Private School Achievement Debate."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-on-public-private-school-achievement-debate

This report claims that charter schools in the "Big Eight" urban school districts in Ohio are producing greater achievement gains, increasing revenues in the traditional public schools of these districts, and are operating at lower costs.

Suggested Cite:

Glass, G. (2006). Review of "The Financial Impact of Ohio's Charter Schools."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-the-financial-impact-ohios-charter-schools

This report reviews studies and accounts of early childhood programs and presents an argument against universal pre-school and all-day kindergarten programs. The report concludes that public investment in preschool education programs is unnecessary, and that preschool programs and full-day kindergarten do not have lasting educational effects on children.

Suggested Cite:

Barnett, W. (2006). Review of "Assessing Proposals for Preschool and Kindergarten: Essential Information for Parents, Taxpayers, and Policymakers."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-assessing-proposals-preschool-and-kindergarten-essential-information-parents-taxpay

This report developed a unique typology to compare charter schools types by their enrollment, demographic background of students, and performance.

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Miron, G. (2006). Review of "Playing to Type? Mapping the Charter School Landscape."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-playing-type-mapping-charter-school-landscape

The report surveyed charter school authorizers to explore how they rated on factors that the report's authors considered important. The report concludes that authorizers base their decisions to renew on student achievement, that authorizers have become more careful over time in authorizing charters, and that two authorizer types, nonprofits and independent chartering boards, do a better job of authorizing.

Suggested Cite:

House, E. (2006). Review of "Trends in Charter School Authorizing."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-trends-charter-school-authorizing

This Education Next article summarizes the Manhattan Institute's original study, An Evaluation of Florida's Program to End Social Promotion, which was released in December 2004. The study examines Florida's program to end social promotion. The authors analyze the test scores of two third-grade cohorts over the period of one year. The authors conclude that there are substantial positive effects associated with retention in this program.

Suggested Cite:

Wiley, E. (2006). Review of "Getting Ahead by Staying Behind: An Evaluation of Florida's Program to End Social Promotion."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-getting-ahead-staying-behind-an-evaluation-floridas-program-end-social-promotion

This report evaluates the impact of the District of Columbia Public Schools' voucher program after its first year and its impact on educational spending. The report examines whether the plan has saved DC and its school district any money.

Suggested Cite:

Lubienski, C. (2006). Review of "Spreading Freedom and Saving Money: The Fiscal Impact of the D.C. Voucher Program."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-spreading-freedom-and-saving-money-the-fiscal-impact-dc-voucher-program

This report documents "Two Wisconsins" separated by wealth. It concludes the difference in test scores between rich and poor is not attributable to school funding. To close the achievement gap, the author recommends that school districts require students to take more rigorous courses.

Suggested Cite:

Mathis, W. (2006). Review of "The State of High School Education in Wisconsin: A Tale of Two Wisconsins."  Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from http://epicpolicy.org/thinktank/review-the-state-high-school-education-wisconsin-a-tale-two-wisconsins