The Test-Based Evidence On The “Florida Formula”
Former Florida Governor Jeb Bush has become one of the more influential education advocates in the country. He travels the nation armed with a set of core policy prescriptions, sometimes called the “Florida formula,” as well as “proof” that they work. The evidence that he and his supporters present consists largely of changes in average statewide test scores – NAEP and the state exam (FCAT) – since the reforms started going into place. The basic idea is that increases in testing results are the direct result of these policies.
Governor Bush is no doubt sincere in his effort to improve U.S. education, and, as we’ll see, a few of the policies comprising the “Florida formula” have some test-based track record. However, his primary empirical argument on their behalf – the coincidence of these policies’ implementation with changes in scores and proficiency rates – though common among both “sides” of the education debate, is simply not valid. We’ve discussed why this is the case many times (see here, here and here), as have countless others, in the Florida context as well as more generally.*
There is no need to repeat those point, except to say that they embody the most basic principles of data interpretation and causal inference. It would be wonderful if the evaluation of education policies – or of school
Governor Bush is no doubt sincere in his effort to improve U.S. education, and, as we’ll see, a few of the policies comprising the “Florida formula” have some test-based track record. However, his primary empirical argument on their behalf – the coincidence of these policies’ implementation with changes in scores and proficiency rates – though common among both “sides” of the education debate, is simply not valid. We’ve discussed why this is the case many times (see here, here and here), as have countless others, in the Florida context as well as more generally.*
There is no need to repeat those point, except to say that they embody the most basic principles of data interpretation and causal inference. It would be wonderful if the evaluation of education policies – or of school
