Online Charter Schools Show Disappointing Results

By Carole Hornsby Haynes, Ph.D. |  November 12, 2015  National Center for Policy Analysis

The Center for Research on Educational Options (CREDO) at Stanford University recently published its findings for a study about the academic impact of online charter schools.  Only full-time online charter students in seventeen states and Washington, D.C. were included.

The study sought to answer whether e-schools are a niche option that best fit a small group of students possessing a specific set of characteristics or whether they are a viable solution for educational challenges for today’s families.

Another Pre-K Study Shows Negative Impact Upon Children

By Carole Hornsby Haynes, Ph.D. |  November 3, 2015 National Center for Policy Analysis   

The latest evidence that government pre-K has negative effects upon children is found in the recently published study by Vanderbilt University on the scaled up program in Tennessee. 

Homeschooling Growing In Favor Among Blacks

By Carole Hornsby Haynes, Ph.D. |  October 27, 2015  National Center for Policy Analysis

Many hoped that the 1954 U.S. Supreme Court case, Brown v. Board of Education, would bring equalization of academic opportunity for black children.  However, the federal government’s solution to end “separate but equal” education has had disappointing results.

This has resulted in a growing movement among black parents actively seeking alternatives to public schools for a better education and safer environment for their children.

Nosy Data Mining In Public Schools Is Straight From

Communist Playbook

By Carole Hornsby Haynes, Ph.D. |  November 8, 2015   Education Views

All 50 states have been mandated by the U.S. Department of Education to establish inter-connected “longitudinal databases” accumulating information on every student from pre-kindergarten through workforce (P-20W)!

Student privacy was shredded in 2011 when the U.S. Department of Education seized unauthorized authority.  With the stroke of a pen, the USDOE reinterpreted the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Section 1232g) to allow a student’s academic record to be shared with virtually anyone, including non-governmental organizations, without prior written parental consent.  For-profit education technology companies can use the FERPA information to develop software for students, teachers, and administrators.

Vanderbilt Pre-K Study: More Evidence of Negative Impact Upon Young Children

By Carole Hornsby Haynes, Ph.D.  |  October 30, 2015  Education Views 

Government continues to spend money on pre-K programs while lying to taxpayers about how more billions is the solution for at-risk kiddies which, of course, will make adults feel good about themselves.  Politicians who claim their decisions are based upon empirical evidence willfully suppress the research findings that these government pre-kindergartens are actually harmful to students. 

Home-based Education Growing in Popularity

By Carole Hornsby Haynes, Ph.D. |  October 22, 2015 National Center for Policy Analysis

With the failure of the government school monopoly in the 20^th century, tension is building between advocates for parental choice and those for federal centralization of power over education.

Underlying the education debate is the debate over the family.  The real question is whether the technocratic state has primary authority over the rearing of children with “education experts” determining what is best for someone else’s child.