Our Latest Work
Student outcomes have improved in more than just reading and math
There’s little doubt that math and reading outcomes strengthened dramatically for the lowest-performing students and for children of color from the mid-1990s until the onset of the Great Recession. But could these gains be seen in writing, science, and other areas, too? To answer that, this post looks at results from the National Assessment of Educational Progress. It finds, among other things, that at least at the fourth and eighth grade levels, progress in student achievement went well beyond reading and math.
Student-Teacher Race Match in Charter and Traditional Public Schools
There’s mounting evidence that, for children of color especially, having one or more teachers of the same race over the course of students’ educational careers seems to make a positive difference. But to what extent, if any, do the benefits of having a same-race teacher vary by type of school? Existing “race-match” studies fail to distinguish among the traditional district and charter school sectors. This study fills that gap and finds that the effects of having a same-race teacher appear stronger in charter schools than in the traditional district sector—and stronger still for nonwhite students.
Who We Are
The Thomas B. Fordham Institute and its affiliated Foundation promote educational excellence for every child in America via quality research, analysis, and commentary. We also have offices in Ohio that advocate for better education for Buckeye State children, as well as authorize a portfolio of charter schools.