On this week’s episode, Mike Petrilli is joined by David Griffith and Brian Fitzpatrick to discuss Fordham’s latest report, From the Teacher’s Desk: A Science of Reading Progress Report. Drawing on a nationally representative survey of K–3 teachers, they examine what educators understand about reading instruction, how state policies are shaping classroom practice, and where progress has been made. The takeaway: While many teachers are embracing the science of reading, gaps in knowledge and implementation remain.
Then on the Research Minute, Amber Northern examines new evidence on student attendance, finding that most variation is driven by student characteristics rather than school districts, raising important questions about policies that tie funding to average daily attendance.
Recommended content:
- From the Teacher’s Desk: A Science of Reading Progress Report —David Griffith and Brian Fitzpatrick, Thomas B. Fordham Institute
- Wonkathon 2025 Anthology: What comes next for the science of reading? —Edited by Brandon L. Wright and Elainah Elkins, Thomas B. Fordham Institute
- Imperfect Attendance: Toward a fairer measure of student absenteeism —Jing Liu, Ph.D., Thomas B. Fordham Institute
- How Large are District Effects on Student Attendance? Implications for School Funding Based on Average Daily Attendance David S. Knight and Mark Olofson, EdWorkingPapers (2026)
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