Kids deserve a top-notch education tailored to their needs. That’s why the Goldwater Institute helped make Arizona the leading state for education choice. In 2010, five Goldwater reforms became law, including education accounts for special-needs students, a school-performance rating system, ending of social promotion, expansion of charter schools, and new certification requirements so that experts in math, science, and other areas can teach their subjects without a teaching certificate from a college of education.
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Programs are OverhypedPosted on August 11, 2004 | Type: Op-Ed | Author: Darcy Olsen
In response to a column I wrote on preschool, a young mother called in tears to ask, "How should I teach my 3-year-old?" She had read so many articles hyping preschool that she was afraid she'd be cheating her daughter if she kept her at home.
Race to the Bottom: Minority Children and Special Education in Arizona Public SchoolsPosted on May 10, 2004 | Type: Policy Report | Author: Matthew Ladner
In the year 2000, the United States Department of Education's Office of Civil Rights (OCR) surveyed all of the nation's public schools concerning their special education students. The resulting data-known as the OCR 2000 Elementary and Secondary School Survey-allow for the exploration of the possible existence of racial bias in the assignment of special education labeling. Specifically, the OCR data contain information not only about the race of disabled students, but also about the type of disability labels they carry at the individual school level.
Hispanic Males Twice as Likely to be in Special EducationPosted on May 10, 2004 | Type: Press Release
PHOENIX-A Goldwater Institute report released today shows that minority students in predominantly white Arizona schools are significantly more likely to be placed in special education than their peers who attend predominantly minority schools. The analysis of new school-level data from the federal Office of Civil Rights shows Hispanic and American Indian males are labeled at a rate 64 percent higher in schools that are 75 percent or more white than in schools that are 25 percent or less white.
Let's Track LearningPosted on May 09, 2004 | Type: In the News
Gov. Janet Napolitano recently vetoed the expansion of a technology program for kindergartners, objecting to a provision requiring the program to report pupil scores on the AIMS test. Napolitano said, "I do not believe that kindergartners should be subject to standardized ... testing." The veto follows her yearlong effort to centralize kindergarten in state hands at a cost of more than $250 million because "the seeds of academic failure are sown very early in life." Yet her veto indicates a refusal to document or track student learning. Setting aside the merits (or demerits) of the programs, the least citizens deserve is a transparent accounting of the impact of their tax dollars. If seeds are to be sown, let the sun shine in.
All-day Kindergarten Solution in Search of Problem, School Choice Could Close Achievement Gap in 10 YearsPosted on April 27, 2004 | Type: Press Release
PHOENIX-In Washington, D.C., Thursday, April 22, 2004, it was announced that Arizona governor Janet Napolitano would serve as co-chair of the new Task Force on Public Education in the 21st Century. Napolitano explained, "We are trying to prepare students for a high-tech world, but we are doing so by putting them through a school system designed in the 20th century."