A system composed entirely of charters?
Editor's note: This post is the first entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross.
Editor's note: This post is the first entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
In England, all schools feature “distributed leadership.” Here, not so much. Michael J. Petrilli and Amber M. Northern, Ph.D.
I recently wrote about exciting new charter school results in Washington, D.C..
As my Bellwether colleague (and D.C.
Opportunities abound if only Catholic schools will seize them. by Chester E. Finn, Jr.
Looking back and looking forward at the Cristo Rey school model.
Looking at improvements in Texas charter school performance over the years.
Fordham Institute to evaluate Common Core assessments on quality and content alignmentPARCC, Smarter Balanced, ACT Aspire, and Massachusetts participating in landmark studyMedia Contact:Michelle [email protected]
The policy implications of a u-shaped curve vs. a rectangular-looking distribution
Get ready for another “Year of School Choice.” Michael J. Petrilli
Joe Sixpack: You’re not paying attention. And much of what you think you know is wrong. Morgan Polikoff
We know RSD. RSD is a friend of ours. EAA, you’re no RSD. Amber M. Northern, Ph.D. and Michael J. Petrilli
What happens when policymakers create statewide school districts to turn around their worst-performing public schools? In Louisiana and Tennessee, Recovery School Districts (RSDs) have made modest-to-strong progress for kids and serve as national models for what the future of education governance might hold.In the Great Lakes State, the story is more complicated.
On Wednesday, CCSSO (the organization of state superintendents) joined with CGCS (the organization of big urban school districts) to announce joint plans to reassess and scale back testing programs.
The Thomas B. Fordham Institute’s Metro D.C. School Spending Explorer offers the public a great resource by sharing data on public school spending (at the school level) across the District.
Accountability works. But not in reading, which isn’t a subject or a skill. Robert Pondiscio
Testing works. Federal intrusiveness and poorly designed interventions are the real problem. Andy Smarick
The Education Trust has a proud and distinguished history. When the group got its start in the mid-1990s, achievement for poor and minority children was lagging, and the education policy community largely ignored their needs. Ed Trust changed all that with a single-minded focus on equity, hitched to the relatively new notion of school-level accountability.
[Editor’s note: This is the fifth in a series of personal reflections on the current state of education reform and contemporary conservatism by Andy Smarick, a Bernard Lee Schwartz senior policy fellow with the Thomas B.
Ed reform is dead. Long live ed reform. Chester E. Finn, Jr.
On the whole, the new guidance from the U.S.
There’s a lot of talk about disruptive innovation these days. It seems hardly a month goes by that we don’t see some sort of exciting new innovation that changes an industry. Sometimes it happens over and over again in the same space. First we had paper maps that were replaced by custom driving directions we could print out from MapQuest (remember those?).
Every child should be in a school where he or she can learn effectively. That’s not a controversial goal in itself, but the methods meant to accomplish it can become hot buttons.
Over the last month or so, there’ve been a number of notable stories highlighting the passing of the torch from urban districts to urban chartering. The former continue their long, slow decline while the latter experiences the exhilaration and growing pains of emerging adulthood.
On September 9th, the Fordham Institute’s Mike Petrilli participated in an Intelligence Squared U.S. debate on the Common Core. These are his opening comments, as prepared for delivery.
With the release last month of the latest round test scores, Success Academy founder and CEO Eva Moskowitz is now a bona fide national-education-reform celebrity. She is also the latest in a line of educator-activists—like Michelle Rhee or Diane Ravitch—who embody, for supporters and opponents alike, one “side” of the education-reform debate.
On September 3, I participated in a launch event for Mike McShane’s new book, Education and Opportunity, a publication of AEI’s
Over the past four years on this blog, I’ve strived to advance a substantive conversation around standards and assessment through complex (and hopefully interesting) policy arguments. But finding new things to advance a discussion sometimes means losing sight of large and obvious things that need to be said over and over again.