#866: The challenges of implementing through-course assessments, with Scott Marion
On this week’s Education Gadfly Show podcast, Sc
On this week’s Education Gadfly Show podcast, Sc
A new study demonstrates unusually robust and beneficial effects on reading achievement among students in schools that teach E.D. Hirsch’s Core Knowledge curriculum. The working paper offers compelling evidence to support what many of us have long believed: Hirsch has been right all along about what it takes to build reading comprehension.
When Tennessee House Republicans expelled, albeit briefly, two young, Black Democratic lawmakers late last week, it raised a number of unsettling questions—not only about the contours of our politics, but also about the future of educat
A little-noticed event in late 2022 destabilized a pillar of contemporary American K–12 education, namely that all schools considered part of the public system must be secular.
The ongoing debate over when students shoul
In his March 30 Flypaper piece, “Rewrite attendance laws to promote learning, not seat time,” Chester Finn makes the case for reorienting school around student achievement rather than time spent in class.
If we put all our education hopes in markets, self-interest, competition, and “invisible hands,” will that contribute to the other fissiparous forces that are weakening the valuable shared assets we inherited from earlier generations? Recent surveys certainly suggest that mounting public support for school choice is coinciding with diminishing confidence in shared institutions and public values of all kinds, including patriotism itself.
In 2022, seventeen states mandated that schools hold back students who aren’t meeting reading standards by the end of third grade, and eight others allowed it.
Despite the expansion of computer-based testing in schools over the last decade—and ongoing concerns about negative impacts
As school accountability systems reset following pandemic disruptions, an opportunity arises to improve their accuracy and make sure the intended responses to data resulting from them are properly tuned. A new study from the U.S.
As someone who’s had firsthand experience in the ups and downs of the education reform movement, I agree with Matthew Yglesias calling it a “strange death.” Reformers did over-promise, and they did fail at scaling up once-promising ideas.
In some circles, education research has a bad reputation.
This school year was supposed to mark the beginning of the comeback. Largely free from pandemic-related disruptions and with coffers flush with Uncle Sam’s Covid cash, states could finally turn their attention toward clawing back what students have lost.
On this week’s Education Gadfly Show podcast,
Districts that lose students to charter schools can and ultimately will adjust their behavior. And indeed, recent research implies that, while charters marginally reduce districts’ total revenues per pupil, they also make them more efficient. The challenge for policymakers is managing whatever transition costs may be associated with moving to a more choice-based system in a way that is fair to students and taxpayers.
Here is a list of ideals and values commonly held within a particular group of people in American life. Name the group of people who prize the following things: a belief in personal responsibility and individual merit; a respect for order, rules, and self-discipline; and a personal commitment to vibrant institutions that are critical to civil society.
One way education systems have tried to raise the performance of Black and Brown children is by matching students with teachers of the same race and ethnicity.
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
Opponents of public charter schools claim that they drain resources from traditional public schools. This brief argues that this assertion misses lesser-known realities and ignores obvious truths.
When I started Instruction Partners and began working deeply and regularly with multiple school systems, I was surprised by some patterns. The same motivational quotes were in almost every school hallway. Many teachers' lounges had the same air freshener. There was a similar tension between certain departments in almost every district.
Student effort is the secret sauce at Success Academy charter schools, says their founder and CEO, and they teach and celebrate it religiously. Indeed, after seventeen years of educating tens of thousands of students, careful analysis of homework, classwork, and assessment data has taught the Success Academy team that a large proportion of errors, up to 70 percent, don’t result from not knowing or understanding the content, but from a lack of care and attention to detail.
It’s a familiar and dreary tale. For twenty years, the math and reading learning outcomes of our nation’s twelfth graders have been flat. More recently, the performance gap between the wealthiest and poorest students has widened, while between Black and White students the previous gap-closing has stalled.
Once inside, it doesn’t take long to soak up the climate of a school. A simple walk down the hallway can give you clues. Is it clean? Are the bulletin boards up to date? Can you hear the energetic buzz of learning versus the cacophony of bad behavior? Do students and teachers greet you with a smile or a cold shoulder?
In the summer of 2015, I sat at my desk and Googled “health savings account providers.” At the time, I had been in states across the country advocating for creation of education savings account (ESA) programs.
The latest report from UVA’s Partnership for Leaders in Education is breathlessly upbeat about the opportunities for radical, disruptive changes in K–12 education.
In recent years, research on the relationship between content knowledge and reading a
Recently, Jo Boaler—a Stanford professor and one of the country’s foremost scholars of mathematics—took to the Hechinger Report to write about pandemic learning loss
School transportation problems have been big news
Mississippi’s model for improving early literacy has been a standout since 2019, based on its nation-leading achievement growth on the fourth grade NAEP reading test.
The claim that the SAT and ACT drive inequities in higher education feeds the movement against standardized testing and has been at the heart of successful court cases, but this new brief argues that, whether colleges decide to go “test optional” or not, the implications for equity are actually minimal. Read more.