Moral facts and the Common Core
Just when you thought we’d run out of things to blame on the standards. Kathleen Porter-Magee
Just when you thought we’d run out of things to blame on the standards. Kathleen Porter-Magee
On Sunday, Mike spoke to the New York State Council of School Superintendents. These were his remarks as prepared for delivery.
Ever since I published my article in the special Education Next issue marking the fiftieth anniversary of the Moynihan Report, “How can schools address America’s marriage crisis?,” I’ve been hearing from friends—most of them liberal education reformers—questioning why I’d want to wade into such tre
This post has been updated with the full text of "No time to lose on early reading"
One of the most important developments in urban education over the last two decades has been the rapid expansion of school choice.
Coming soon: Fifty states of grey. Jane Song
Both teacher and student characteristics ought to influence instructional design. Megan Lail
But that’s mostly because one-parent families tend to be poor. Kevin Mahnken
It’s irresponsible for educators and policymakers to ignore the issue. Michael J. Petrilli
I remember reading an interview with a successful business leader once. It went something like this:Reporter: What’s the secret of your success?CEO: Good decisions.Reporter: How do you make good decisions?CEO: Good judgment.
I’d like to see Bobby Jindal use a teleprompter the next time he attacks Common Core. I’d like to be reassured he knows how to read.
When we talk about high standards, accountability, and school choice, one essential element is often overlooked: giving parents and education leaders information they can actually use. It’s one thing to produce data, but quite another to make it useful—easily understood, comparable, and actionable.
The sudden departure of Joshua Starr, superintendent of Montgomery County Public Schools, caught many by surprise—including Starr.
Character education with real characters. Peter Sipe
In “Collective Panic,” Martha Derthick and I argued that teachers’ unions dodged a major blow in Harris v. Quinn (2014) but that they should hold off on popping the champagne.
A few weeks ago, I used a graphic to show the four dimensions of federal accountability, each of which has a range of options. I then used this graphic to show the consensus for preserving NCLB testing.
How state education agencies can use their data to make better resource decisions. Ellen Alpaugh
What happens to the students after their schools get shut? Aaron Churchill
Kids who skip grades stay ahead of the pack. Amber M. Northern, Ph.D.
A sobering new report says our most educated generation still can’t compete. Robert Pondiscio
Power returns to the states. Chester E. Finn, Jr.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts
The pundit class is raising questions about whether Scott Walker’s lack of a college degree disqualifies him from being America’s forty-fifth president. This is what educators call a “teachable moment” because the issue goes much deeper than Governor Walker’s biography.
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
This post originally appeared in a slightly different form at Psychology Today.
For the first time since No Child Left Behind became law in 2002, the Elementary and Secondary Education Act (ESEA) stands a real chance to be reauthorized by Congress. It’s been at least seven years since it was supposed to be re-upped, and it’s overdue for some changes.
Followers of Fordham’s work know that we are obsessed with charter school quality, both nationally and in our home state of Ohio. We are also a charter school authorizer, responsible for overseeing a portfolio of eleven schools in the Buckeye State—a job we take very seriously.