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The Power of Numbers

May 30, 2017 by Anne Wicks
Two articles that vary in focus both demonstrate the power of valid and comparable data to help us identify obstacles and then move efficiently to effective interventions to improve student outcomes.

As the fight continues to reform education to improve outcomes for all students, there are two things we all agree on: the importance of helping struggling students succeed and making sure that high-performing students remain challenged.

In a recent article on Real Clear Education’s website, Hanna Skandera, Secretary of Public Education at New Mexico’s Department of Public Education and chair of the George W. Bush Institute’s Education Reform Advisory Committee, is interviewed about the recent improvement in student outcomes in New Mexico.

“We made the commitment to high standards for students and educators,” Skandera said. “We already did a lot of that hard work. We’re in a place now where we’re not only seeing real progress but we can set those aggressive goals and measure how students are doing.”

In another article authored by Mark Dynarski, Education Reform Fellow at the George W. Bush Institute, Dynarski discusses how researchers are struggling to understand the reason for rising high school graduation numbers in the U.S. mainly due to a lack of research. He also reiterates the importance of evidence-based practices in work to improve high school graduation numbers.

Although the two articles vary in focus, they both demonstrate the power of valid and comparable data to help us identify obstacles and then move efficiently to effective interventions to improve student outcomes.

Read more:

http://www.realcleareducation.com/articles/2017/05/22/education_rising_in_new_mexico_110159.html

https://www.brookings.edu/research/what-we-dont-know-about-high-schools-can-hurt-us/


Author

Anne Wicks
Anne Wicks

Anne Wicks serves as the Director of Education Reform at the Bush Institute.  In this role, she develops and oversees the policy, research, and engagement work of the Education Reform team. 

Before joining the Bush Institute, Wicks served for five years as Associate Dean for External Relations at the University of Southern California's Rossier School of Education.  In addition to leading a team with revenue, communications, and engagement goals, she supported Dean Karen Symms Gallagher on a variety of special projects including the launch and early growth of Ednovate Charter Schools.  She currently serves as the chair of PMC Support, a supporting organization for Ednovate Schools.  Over her career, she has held management and resource development roles at organizations including Teach for America, the Lucile Packard Foundation for Children's Health, and Stanford University. Anne holds a B.A in American Studies and a M.A. in Education from Stanford University (during which she taught 8th grade social studies), as well as a M.B.A. from the University of Southern California. A former captain of Stanford's women's volleyball team, Anne was part of three national championship teams, two as a player and one as an assistant coach. 

Full Bio