The case for career and technical education
With rising college costs and sky-high college dropout rates—almost one-third of American undergraduates quit before completing their degree—young people are lookin
With rising college costs and sky-high college dropout rates—almost one-third of American undergraduates quit before completing their degree—young people are lookin
So much for the “red wave.” Republicans expected sweeping victories in last week’s midterm elections that never materialized. Instead, Democrats outperformed expectations by maintaining control of the Senate and holding Republicans to a razor-thin majority in the House of Representatives.
America’s high-achieving students in our elementary and secondary schools are more racially diverse today than two decades ago. But Black high achievers in particular have made only incremental gains. Given affirmative action's original purpose, such trends are more than a little disappointing.
Editor’s note: Last week, the Jack Miller Center convened a National Summit on Civic Education at Mount Vernon, the Virginia home of George Washington. Robert Pondiscio delivered the keynote address. This is adapted from his remarks.
Considering President Joe Biden’s historically low approval ratings, many predicted a Republican wave in the midterms. Well, the wave turned out to be a gentle lapping at the toes.
On this week’s Education Gadfly Show podcast, Virginia Gentles, the director of the Education
Homework is the perennial bogeyman of K–12 education. In any given year, you’ll find people arguing that students, especially in elementary school, should have far less homework—or none at all. Eva Moskowitz, the founder and CEO of Success Academy charter schools, has the opposite opinion. She’s been running schools for sixteen years, and she’s only become more convinced that homework is not only necessary, but also a linchpin to effective K–12 education.
Teaching young children to read fluently by the end of third grade is fast becoming a national priorit
What parents are looking for in an ideal school choice scenario is often very different from what they settle for in the real world. Cost, distance, academic quality, safety, extracurricular options, and a host of other factors are all at play, meaning trade-offs are unavoidable. Recently-published research findings try to capture the matrix of compromises being made.
On this week’s Education Gadfly Show podcast, Bart Epstein, the president and CEO of
Editor’s note: This essay was part of an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute that is 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.
For any teacher, administrator, or policymaker who wants to make strong choices that are likely to benefit their students’ outcomes, Seth Gershenson’s recently-published Fordham Institute report on “the power of expectations in district and
“In light of this barometer of our kids’ success, there’s no time to waste to catch our kids up. We must continue to pour on the gas in our efforts,” Arizona Governor Doug Ducey said last Tuesday in response to the NAEP results.
Fordham’s new study, “The Power of Expectations in District and Charter Schools,” seeks to examine the role that high expectations should play in our nation’s academic recovery and supply deeper understanding of whether and how such expectations operate in the traditional public, charter, and private school sectors. It finds, among other things, that teacher expectations have a positive impact on long-run outcomes and that expectations tend to be higher in charter schools.
As the Supreme Court weighs the future of race-sensitive affirmative action in admitting students to selective colleges, all manner of ideas are popping up for how to achieve “diversity” in the entering class without explicitly counting by race.
It makes good sense for the federal government to provide grants to high-quality public charter schools seeking to open or expand. That’s the gist of a Government Accountability Office (GAO) report released last month.
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Seth Gers
This week’s news of sharp declines on the National Assessment of Educational Progress gave partisans yet another chance to relitigate the debate over keeping schools closed for in-person learning for much or all of the 2020–21 school year. We conservatives are eager to identify the teachers unions as the primary culprits, and we’re not wrong. But there is one complication we should acknowledge: the curious case of urban charter schools.
Monday was insane, with everyone and his grandmother (and her pet dog) attempting to make insightful, quotable comments on the avalanche of new data from the Nation’s Report Card. Some of it was indeed insightful, but much was simply self-promoting, as were many attempts to position oneself in advance as an expert to be taken seriously.
Ability grouping—arranging students in a classroom into smaller learning groups based on their aptitude in a given subject—is a common practice among teachers as early as kindergarten.
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.
The 2022 results from the “main” National Assessment of Educational Progress will be released October 24. They’ll include fourth- and eighth-grade scores at the national level, as well as state by state and for two-dozen large urban districts. Especially after the Covid shut-downs, it’s a big freakin’ deal. Here are three major storylines to look forward to.
In a way, the battles we’ve seen in recent years over what to teach schoolkids in civics class resemble the war in Ukraine: They’re wholly unnecessary—and may be entirely the work of aggressors.
Few reporters in education journalism have had greater impact in recent years than Emily Hanford.
A new study released this month by Kenneth Shores and Matthew Steinberg tackles the question of whether federal pandemic relief for public schools was provided in the right way and in the right amount.
Even educators who recognize the value of character are often deeply skeptical that educators can teach virtue as a matter of practice because—apart from religious contexts--they have never seen it done successfully. For this reason, it is important that we draw attention to successful, non-partisan, secular models of exemplary character education. We find such a model in the UK’s Jubilee Center for Character and Virtues.
Imagine a close-knit community whose members take care of and look out for one another; enjoy strong, tight-knit families with many children, close social ties, and a deep sense of purpose and belonging; and seem mostly exempt from crime, suicide, substance abuse, and other such problems. Are the habits and institutions by which this community prepares its members for adult life successful?
Everyone knows that teachers are the most important in-school factor affecting student achievement, so getting the best ones in front of the neediest students is critical.
A recent study by Evan Rose, Jonathan Schellenberg, and Yotam Shem-Tov estimates the effect of teacher quality on criminal justice contact.
High-quality studies continue to find that urban charter schools boost achievement and other outcomes by more than their traditional-public-school peers—an advantage that has only grown larger as the charter sector has expanded and matured. Where the research literature is less clear is why urban charter schools consistently, and increasingly, outperform district schools. Still, it does offer some hints and plausible hypotheses.