“You can’t make me.” All of us have heard this taunt at some point during our childhood. “You can’t make me” says so much in four short words. It says, “I have the power, not you.” It says, “your interests are far less important than mine.” It’s a statement that’s selfish and demeans the less powerful.

As state legislatures have started their sessions, anti-public school legislators have wasted no time introducing “school choice” bills that would divert public funds to privatization schemes. In the first three weeks of January alone, 34 bills to expand private education options had been introduced in 15 states.

As schools begin spring semester classes, local leaders in North Carolina face the weighty decision of whether to offer in-person instruction. Local leaders have been handed no favors from federal and state officials who have abrogated their responsibility to establish objective criteria for in-person instruction that would apply to all schools, public and non-public alike.

NC devotes a smaller share of its economy towards its public schools than any other state in the nation The most damning aspect of the watershed Leandro consultant’s report is the authors’ meticulously documentation of how a decade of poor legislative leadership caused our education system to regress.

When you’re stuck in a hole, the best advice is to stop digging. Few would dispute that North Carolina’s public schools currently find themselves in a hole. Over the past decade, Raleigh’s lawmakers have chosen to prioritize tax cuts for the rich over investing in our students. Over this period, student achievement has stalled with shockingly few high school graduates prepared for college-level coursework. The opportunity gaps faced by Black, Latinx and Native American students, and those from families with low incomes, have remained persistently high. Racial and economic segregation have increased.

Despite the alarm and denial with which they have been greeted in some circles, the recent recommendations of a national education research group to the presiding judge in North Carolina's 26-year-old Leandro education finance lawsuit are quite reasonable and within the state's capacity to readily implement. Indeed, according to national experts, North Carolina doesn’t have to break the bank in order to finally begin meeting its constitutional obligation to provide every child with a good education.

Powerful new research confirms numerous benefits of substantially increasing public investments For decades, a debate raged in education policy circles: does money matter? While this question has definitively been answered by academics, it will undoubtedly be the subject of heated debate over the next year in North Carolina.   In June, court-appointed consultants submitted a much-anticipated report detailing how North Carolina can meet its constitutional requirement to provide a “sound, basic education” to all students.

At a recent Civitas Institute panel discussion, former state senator Joel Ford lamented that – because he supports charter schools – he gets labeled as “anti-public school.” Ford, now a board member of school choice propaganda mill Parents for Educational Freedom in North Carolina (PEFNC), appeared confused as to why critics throw that label at him.

Last week, the John Locke Foundation attempted to tar the NCAE’s 2019 policy priorities by claiming they would cost $6 billion. The analysis, such as it is, betrays a fundamental misunderstanding of some of the biggest issues faced by North Carolina policymakers. A more accurate estimate would put the NCAE’s policy priorities at about $1.2 billion per year.

Under North Carolina’s Standard Course of Study, 6th graders are expected to understand the difference between the average and median of a distribution of numbers. So the Superintendent of Public Instruction, Mark Johnson, is certainly aware that you should never compare the median of one data set to the average of another data set.