On this week’s solo episode, Mike Petrilli explores a big question: What would it look like to define an evidence-based model for American elementary schools—and could AI help us get there? Drawing on his long view of school reform, he considers what most schools have in common, where they fall short, and whether a clearer, research-backed playbook could improve outcomes at scale.
This is a work-in-progress idea, and Mike wants your feedback. Share your thoughts at mpetrilli [at] fordhaminstitute [dot]org.
Then on the Research Minute, Amber Northern examines new evidence on special education, finding that after students are identified for services, their achievement rebounds significantly—suggesting that individualized supports may boost learning more than previously understood.
Recommended content:
- Both/and on test scores & school inspections —Michael J. Petrilli, SCHOOLED
- Follow the Science to School: Evidence-based Practices for Elementary Education— Michael J. Petrilli, Kathleen Carroll, and Barbara Davidson
- An ode to elementary schools —Michael J. Petrilli, Thomas B. Fordham Institute
- Special education doesn’t just work—it reverses academic decline —Julia Hayes, Thomas B. Fordham Institute
- Special Education Substantially Improves Learning: Evidence from Three States —Stephanie G. Coffey, Joshua Goodman, Amy Ellen Schwartz, Leanna Stiefel, Marcus A. Winters and Yunee H. Yoon, NBER (2026)
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