view
How Aligned is CTE

How Aligned is Career and Technical Education to Local Labor Markets?

The recent reauthorization of the Carl D. Perkins Career and Technical Education Act—the principal federal education program supporting career and technical education (CTE)—expressly aims to “align workforce skills with labor market needs.”

How Aligned is Career and Technical Education to Local Labor Markets?, co-authored by Pepperdine University associate professor Cameron Sublett and Fordham Institute senior research and policy associate David Griffith, examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally. By linking CTE course-taking data from the High School Longitudinal Survey to employment data from the Bureau of Labor Statistics, it seeks to answer three central research questions:

Cameron Sublett, David Griffith 4.3.2019
NationalReport
view

Teacher Absenteeism in Charter and Traditional Public Schools

Research confirms what common sense dictates: Students learn less when their teachers aren’t there. According to multiple studies, a ten-day increase in teacher absence results in at least ten fewer days of learning for students.

David Griffith 9.20.2017
NationalReport
view

Rating the Ratings: Analyzing the First 17 ESSA Accountability Plans

The Every Student Succeeds Act (ESSA) grants states more authority over their school accountability systems than did No Child Left Behind (NCLB)—meaning that states now have a greater opportunity to design improved school ratings. Rating the Ratings: Analyzing the First 17 ESSA Accountability Plans examines whether states are making the most of the moment.

Brandon L. Wright, Michael J. Petrilli 7.27.2017
NationalReport
view

Three Signs That a Proposed Charter School Is at Risk of Failing

It’s well established that some charter schools do far better than others at educating their students. This variability has profound implications for the children who attend those schools. Yet painful experience shows that rebooting or closing a low-performing school is a drawn-out and excruciating process.

Anna Nicotera, David A. Stuit 4.18.2017
NationalReport
view

Leveraging ESSA to Support Quality-School Growth

Under the Every Student Succeeds Act, the federal School Improvement Grants program is gone, but the goal of school improvement remains. States must now use seven percent of their Title I allocation for these efforts, but are no longer constrained by a prescribed menu of intervention options.

Nelson Smith, Brandon L. Wright 3.30.2017
NationalReport
view

The Right Tool for the Job: Improving Reading and Writing in the Classroom

Although it’s been almost seven years since many states took the important step of elevating their academic standards by adopting the Common Core, teachers and administrators across the country still bemoan the lack of reliable information about which instructional materials are high-quality and best aligned to the new standards.  

Melody Arabo, Jonathan S. Budd, Shannon Garrison, Tabitha Pacheco 3.14.2017
NationalReport
view

(No) Money in the Bank: Which Retirement Systems Penalize New Teachers?

A new teacher’s pension is supposed to be a perk. The truth is that for the majority of the nation’s new teachers, what they can anticipate in retirement benefits will be worth less than what they contributed to the system while they were in the classroom, even if they stay for decades.

Martin Lueken 1.26.2017
NationalReport
view

High Stakes for High Schoolers: State Accountability in the Age of ESSA (Part II)

Eleven weeks ago, in High Stakes for High Achievers: State Accountability in the Age of ESSA, the Fordham Institute reported that current K–8 accountability systems in most states give teachers scant reason to attend to the learning of high-achieving youngsters.

Michael J. Petrilli, David Griffith, Brandon L. Wright 11.15.2016
NationalReport
view

Charter Schools at the Crossroads: Predicaments, Paradoxes, Possibilities

Over the past quarter-century, charter schools have gone from an upstart education experiment to a prominent, promising, and disruptive innovation in K–12 education. Indeed, few observers present at the creation of the first charter schools could have predicted how rapidly this movement would spread or how thoroughly it would come to dominate the education-reform agenda.

Chester E. Finn, Jr., Bruno V. Manno, Brandon L. Wright 10.25.2016
NationalBook
view

Charter School Boards in the Nation's Capital

Tens of thousands of individuals across the United States volunteer their time, energy, and expertise as members of charter school boards. Yet as the charter sector has grown, we’ve learned remarkably little about these individuals who make key operational decisions about their schools and have legal and moral responsibilities for the education of children in their communities.

Juliet Squire, Allison Crean Davis 9.29.2016
NationalReport
view

High Stakes for High Achievers: State Accountability in the Age of ESSA (Part I)

No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency” bar. Meanwhile, it ignored the educational needs of high achievers, who were likely to pass state reading and math tests regardless of what happened in the classroom.

Michael J. Petrilli, David Griffith, Brandon L. Wright, Audrey Kim 8.31.2016
NationalReport