More on Caroline Hoxby and New York charter schools
Today's Education Gadfly and Wall Street Journal editorial both capture the most important news about Caroline Hoxby's
Today's Education Gadfly and Wall Street Journal editorial both capture the most important news about Caroline Hoxby's
State Superintendent of??Louisiana??Paul Pastorek says the state will retain control of RSD for at least a few more years--and maybe forever. In a recent poll conducted in New Orleans, schools were found to be the number one improvement area in a pre- and post- Katrina comparison.
The U.S. Open starts on Monday and the opening ceremony will have a special guest: Andre Agassi.
I'm just as outraged as Jamie about the general American populace's ignorance about charters... but I can't say I'm surprised. Take for example this survey of federal spending from the U.S. Census Bureau.
The following is a guest post from Fordham Staff Assistant Mickey Muldoon.
Yesterday was the first day of school in our nation's capital and only 37,000 students showed up for the big day.
After his second attempt to dismantle the state's charter school program was thwarted, Ohio Governor Ted S
Ohio's charter school program dodged a bullet this recent budget cycle (here).
Join us Wednesday, August 19, for a panel discussion on how the changing education policy landscape is affecting both charter schools and voucher programs. The Obama administration is aggressively pushing to expand the number of charter schools available to American families.
Quotable "Sometimes I think, 'What if I'm sitting at the same desk she sat in?'" --Branaijah Melvin, 11-year-old student at Blessed Sacrament, Judge Sonia Sotomayor's K-8 school
As Andy reported last Friday, the DC Council has sent a letter to Secretary Duncan urging him to reconsider the fate of the DC Opportunity Scholarship program.
The Fordham Institute is unique in the school reform sector in that we have offices in both Washington, DC and Ohio
Feeling blue about school reform? This riveting no-nonsense address by Howard Fuller at last week's National Charter School Conference will relieve your doldrums.
This post, written by Bryan C. Hassel and Emily Ayscue Hassel of Public Impact, is a response to Andy Smarick's June 25 post about turnarounds.
Two weeks ago, our friends at Ki
Over the past five years, the number of students taking at least one Advanced Placement exam rose by more than half. This news is celebrated but is there a downside? To find out, Fordham commissioned the Farkas Duffett Research Group to survey AP teachers in the US. The AP program remains popular with its teachers. But there are signs that the move toward "open door" access to AP is starting to cause concern.
This yearly report covers Fordham's sponsorship practices throughout the year as well as newsworthy events related to our sponsored charter schools. You can also find detailed reports on all of Fordham-sponsored schools. Each school report contains information on the school's academic performance, educational philosophy, and compliance for the 2007-2008 school year.
This publication reports the results of the first two (of five) studies of a multifaceted research investigation of the state of high-achieving students in the No Child Left Behind (NCLB) era. Part I examines achievement trends for high-achieving students since the early 1990s; Part II reports on teachers' own views of how schools are serving high-achieving pupils in the NCLB era.
The Oregonian reports that its state board of education last
Liam asks "if urban Catholic schools can't compete with charter schools, why do they deserve special help?"
Mike, I may agree with your point that Catholic schools should receive public funding.
Update: The NBA's number 1 draft pick is against???i.e., not supportive of, never has been and never will be,
This report examines whether the reputation the Advanced Placement and International Baccalaureate programs have for academic excellence is truly deserved. Our expert reviewers looked at the four AP and IB courses most similar to the core content areas in American high schools--English, history, math, and science--and found that, in general, the courses do warrant praise. In a few cases, they deserve gold stars.
For information on Fordham's unique role as a charter school sponsor in Ohio, there's no better source than The Thomas B. Fordham Foundation Sponsorship Accountability Report 2005-06. The report offers a comprehensive account of Fordham's sponsorship policies and practices-as well as individual profiles of all Fordham-sponsored schools. Included in the profiles are descriptions of each school's educational program, school philosophy, and overall academic performance based on state achievement data.
Belatedly, policymakers and researchers are recognizing that quality charter schools depend on quality charter school authorizing. This report presents findings from a pioneering national examination of the organizations that sponsor, oversee, and hold accountable U.S. charter schools. Its primary aim is to describe and characterize these crucial but little-known organizations.
Most discussions of charter schools assume that they are monolithic. This study, the first of its kind, categorizes the nation's charter schools into a robust typology according to their educational approaches. It also provides demographic information by type,how many are in each category, what their student populations look like, and so forth,and makes a first attempt at comparing their test scores. The result is a much richer and more accurate picture of the charter school universe.
Of all the controversies swirling around the nation's charter schools, none is more hotly contested than the debate over funding. Into the fray leaps Charter School Funding: Inequitys Next Frontier, the most comprehensive and rigorous study ever undertaken of how public charter schools are funded, state by state, and how their revenues measure up to dollars received by district-run schools.
Does it matter where public-school teachers send their own children to school? If so, how and why? What can we learn from them?