#856: Why education savings accounts won’t bring educational pluralism, with Ashley Berner

<p>On this week’s Education Gadfly Show podcast, <a href='https://education.jhu.edu/directory/ashley-rogers-berner-phd/'>Ashley Berner</a> of Johns Hopkins University tells us why education savings accounts are unlikely to lead to educational pluralism. Then, on the Research Minute, Adam Tyner discusses a study on remediation for middle school students that had very different short-term versus long-term effects.</p><p><b>Recommended content:</b></p><ul><li>“Will ESAs change America’s definition of ‘public education?’: An interview with Ashley Berner” —<a href='https://fordhaminstitute.org/national/commentary/will-esas-change-americas-definition-public-education-interview-ashley-berner'>Rober Pondiscio</a></li><li>“Partisanship and American education” —<a href='https://fordhaminstitute.org/national/commentary/partisanship-and-american-education'>Ashley Berner</a></li><li>“2 more states approve universal school voucher programs” —<a href='https://www.k12dive.com/news/three-states-universal-school-vouchers/641909/'>K-12 Dive</a></li><li>“From School Choice to Parent Choice” —<a href='https://www.city-journal.org/education-savings-accounts-are-about-parent-choice'>City Journal</a></li><li>The study that Adam reviewed on the Research Minute: David N. Figlio and Umut Özek, “<a href='https://www.nber.org/papers/w30831'>The Unintended Consequences of Test-Based Remediation</a>,” National Bureau of Economic Research Working Paper (January 2023).</li></ul><p> </p><p><b>Feedback Welcome:</b></p><p>Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at <a href='mailto:ngrossman@fordhaminstitute.org'>ngrossman@fordhaminstitute.org</a>. </p>