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Displaying 1-30 of 16711 results
Commentary
6.23.2022
Governance, Teachers & School Leaders

Public education’s compensation problem

Don Parker

Great education requires great teachers, but the existing system makes it too difficult to retain the best and replace the worst. Fixing this requires, among other things, more generous pay. Instead we face the profession’s persistent, declining productivity.

Commentary
6.23.2022
Curriculum & Instruction, Teachers & School Leaders

Revisiting “The Case Against the Zero”: A response to Daniel Buck

Douglas Reeves

In a recent Fordham article, Daniel Buck makes several thoughtful critiques of the practice of schools that have replaced the mark of zero on a 100-point scale with a minimum grade of fifty.

Commentary
6.23.2022
Curriculum & Instruction, Teachers & School Leaders

Let’s not get reckless with grading: Replying to Douglas Reeves

Daniel Buck

As a conservative, part of my job is to stand athwart rapid education changes yelling “is this really a good idea?” I did just that in a recent piece for the Fordham Instit

Commentary
6.23.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

The state of high-quality instructional materials

Nathaniel Grossman

We know that most American students are suffering from unprecedented learning loss.

Commentary
6.23.2022

Cheers and Jeers: June 23, 2022

The Education Gadfly

Cheers

Commentary
6.23.2022

What we're reading this week: June 23, 2022

The Education Gadfly

“The end of school reform?” —Checker Finn and Rick Hess The U.S. Supreme Court rules that Maine can’t exclude religious schools from its tuition program, but allows for possible restrictions based how the funds are used.

Podcast
6.22.2022
Curriculum & Instruction

Education Gadfly Show #825: Learning loss may get worse before it gets better

  On this week’s Education Gadfly Show podcast, Mike Goldstein, founder of Match Education in Boston, a college prep charte

Commentary
6.16.2022
Governance, Teachers & School Leaders

The mass exodus of teachers isn’t what you think it is. It’s far worse.

Jeremy Adams

Districts across the land are witnessing a mass exit of teachers from classrooms, the likes of which has never been seen. It’s going to get worse, says Adams. And it isn’t about low salaries, paltry pensions, or lack of financial support. Teachers are leaving in droves because so many of our children are utterly broken, student behavior is abhorrent, and accountability is out of vogue in our schools.

Commentary
6.16.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

A “no zeroes” grading policy is the worst of all worlds

Daniel Buck

More and more schools across the U.S. have adopted a new grading fad: Teachers cannot assign a grade lower than 50 percent. If a student doesn’t turn in an assignment? 50 percent. Do they miss every problem on a vocabulary quiz? 50 percent.

Commentary
6.16.2022
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Encouraging progress on “high quality instructional materials”

Robert Pondiscio

As a long-time (and often lonely) curriculum enthusiast, I’ve followed the work of the High-Quality Instructional Materials and Professional Development (IMPD) Network for several years.

Commentary
6.16.2022
Evidence-Based Learning, Governance, Teachers & School Leaders

Bus commutes and their academic impacts in New York City

Jeff Murray

Providing transportation for students to and from school is a basic requirement of most public school districts in America. During the 2018–19 school year, nearly 60 percent of all K–12 students nationwide, public and private, were transported by those ubiquitous yellow buses.

Commentary
6.16.2022

What we're reading this week: June 16, 2022

The Education Gadfly

“Pandemic babies are behind after years of stress, isolation affected brain development.”—USA Today NewGlobe, led by a Nobel laureate, rolled out some of the most effective educational programs in the developing world.

Commentary
6.16.2022

Cheers and Jeers: June 16, 2022

The Education Gadfly

Cheers

Podcast
6.15.2022
Evidence-Based Learning

Education Gadfly Show #824: Dana Suskind on supporting low-income parents in their children’s early years

  On this week’s Education Gadfly Show podcast, Dr.

Commentary
6.9.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

Here’s why all students need agency rather than equity

Ian Rowe

As a charter school leader in the South Bronx for the past decade, Rowe has seen what happens when resources are forcibly removed from the “privileged” and given to the “unprivileged” in the pursuit of “equity” over “equality”—with little regard for students’ uniqueness, humanity, or agency. Better is to teach disadvantaged children to defy, rather than confirm, diminished expectations.

Commentary
6.9.2022
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

The coming “second wave” of learning loss in 2023 and 2024

Michael Goldstein

Covid “learning loss” has two causes: the loss of in-person instruction in the spring of 2020 and the reliance on remote learning thereafter (which Tom Kane and colleagues quantify in an article in The Atlantic).

Commentary
6.9.2022
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

“Expert” idiocy on teaching kids to read

Robert Pondiscio

Every teacher of struggling readers has experienced the moment when a student says, “I read it, but I didn’t get it.” It can be a bewildering experience. Why don’t they get it?

Commentary
6.9.2022
Evidence-Based Learning, Curriculum & Instruction, High Achievers, Teachers & School Leaders

Do gifted and talented programs contribute to racial imbalances in elementary school?

Amber M. Northern, Ph.D.

The clatter that rose in late 2021 over New York City’s plan to phase out its gifted and talented (G/T) programs had much to do with the presumed negative effects of such programs on racial sorting.

Commentary
6.9.2022
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

How much do teachers matter in the early grades?

William Rost

A recent CALDER study examines the effects that earlier-grade teachers have on students’ eighth-grade math outcomes by analyzing Washington State administrative data.

Commentary
6.9.2022

Cheers and Jeers: June 9, 2022

The Education Gadfly

Cheers

Commentary
6.9.2022

What we're reading this week: June 9, 2022

The Education Gadfly

“Pandemic babies are behind after years of stress, isolation affected brain development.”—USA Today This insightful project surveys a parent focus group on American history, and how they want their kids to learn about race and gender in

Podcast
6.8.2022
Accountability & Testing

Education Gadfly Show #823: How detrimental was remote learning?

On this week’s Education Gadfly Show podcast, Tom Kane, Harvard economist and director of its Center for Education Policy Research, explains the

Commentary
6.2.2022
Governance, Teachers & School Leaders

How to respond sensibly to the Uvalde shooting

Dale Chu

Awful tragedies like the shooting in Uvalde notwithstanding, firearms will remain ubiquitous. The question is whether policymakers can bring measured thinking and nuance to bear in solving the thorny problem of gun violence in schools. This is particularly challenging in a media climate that hypes and distorts the prevalence of what happened in last week, even as schools continue to deal with the fallout from the coronavirus pandemic.

Commentary
6.2.2022
Accountability & Testing, Curriculum & Instruction, Governance, High Achievers, Teachers & School Leaders

How to narrow the excellence gap in early elementary school

Michael J. Petrilli

In recent weeks, I’ve dug into the “excellence gap“—the sharp divides along lines of race

Commentary
6.2.2022
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

Natalie Wexler goes astray on the NAEP reading test

Chester E. Finn, Jr.

Natalie Wexler has done much (along with the likes of Jeanne Chall, Don Hirsch, Dan Willingham, Kate Walsh, and Robert Pondiscio) to establish the fact that there’s science behind the act of reading and the related proposition that real reading (not just “decoding”) is no isolated skill but, rather, a complicated process of making sense of what one reads on the page in the context of what one a

Commentary
6.2.2022
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

How does a child’s religious background affect her choices about higher education?

Nathaniel Grossman

“From Bat Mitzvah to the Bar: Religious Habitus, Self-Concept, and Women’s Educational Outcomes,” a new study by Ilana Horwitz et al., analyzes the college-going rates of women raised by Jewish versus non-Jewish parents.

Commentary
6.2.2022

Cheers and Jeers: June 2, 2022

The Education Gadfly

Cheers

Commentary
6.2.2022

What we're reading this week: June 2, 2022

The Education Gadfly

Fears that private-school-choice programs will spark a public-school exodus are not supported by the data. —Education Next Let’s pay students to re-enage them and address Covid learning loss.

Podcast
6.1.2022
Accountability & Testing

Education Gadfly Show #822: Checker Finn: Why we need—and need to improve—NAEP

On this week’s Education Gadfly Show podcast, Checker Finn, the Fordham Institute’s president emeritus and a distinguished senior

Commentary
5.31.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

The core conflict of interest in public education

Don Parker

In my work on the teaching staff of a master’s level class in public policy, I am regularly dismayed by how often our students propose only governmental solutions to public problems.

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