Expanding CTE: Dual enrollment and regional centers are worthy of support too
By Dara Zeehandelaar, Ph.D.
By Dara Zeehandelaar, Ph.D.
*Click here to download the presentation slides*
The Democratic primary contest between Hillary Clinton and Bernie Sanders has been a fractious one, dividing party loyalists on issues like health care, foreign intervention, financial reform, and corporate influence on politics.
By Shaun M. Dougherty Recently, there has been increased interest in career and technical education as a mechanism to create pathways to college and employment. This increased interest has occurred despite the fact that, aside from two studies on career academies, there is relatively little high-quality evidence about whether and how CTE provides educational and work-related benefits to students. In my new report with the Fordham Institute, Career and Technical Education in High School: Does It Improve Student Outcomes?, we capitalized on the willingness of state agencies to partner with us and share data as a way to answer these questions. Our ability to produce answers is related to the rich datasets from Arkansas that enabled us to translate this data and available computing power into actionable policy findings.
In the midst of Illinois's historic budget stalemate, funding for education and much else remains in dispute. Gov. Bruce Rauner and the legislature haven't been able to agree on major priorities, even as Chicago schools go broke and the Chicago Teachers Union looks more likely to strike every day.
On Tuesday, April 12, 2016, the U.S. Senate Committee on Health, Education, Labor and Pensions held a full committee hearing titled “ESSA Implementation in States and School Districts: Perspectives from the U.S. Secretary of Education,” the first of a series of oversight hearings on the Every Student Succeeds Act (ESSA).
By Amber M. Northern, Ph.D.
By Kathleen Porter-Magee
Credit recovery is education’s Faustian pact. We remain not very good at raising most students to respectable standards. But neither can we refuse to graduate boxcar numbers of kids who don’t measure up.
On this week’s podcast, Mike Petrilli and Alyssa Schwenk refute the idea that CTE is at odds with college, critique draft ESSA regulations’ neglect of high-achievers, and discuss a New York City lawsuit alleging the city’s schools are unsafe. During the Research Minute, Amber Northern explains charter high schools’ effects on long-term attainment and earnings.
Late last month it was revealed that Sean Combs, the hip-hop mogul better known as Diddy or Puff Daddy, was behind the creation of a new charter school set to open in Harlem this fall. Good for him and good for Harlem. We can never have too many good schools.
By Jonathan Plucker, Ph.D. and Brandon Wright
Princeton University announced last week that it would preserve the name of Woodrow Wilson on several buildings and programs, though it had plenty of reasons to do otherwise.
By Michael J. Petrilli and Dara Zeehandelaar, Ph.D.
Fordham’s latest study, by the University of Connecticut's Shaun M. Dougherty, uses data from Arkansas to explore whether students benefit from CTE coursework—and, more specifically, from focused sequences of CTE courses aligned to certain industries.
On this week’s podcast, Robert Pondiscio and Brandon Wright discuss Donald Trump’s effect on education reform, efforts to improve gifted education in Illinois, and Eva Moskowitz’s disapproval of the opt-out movement. In the Research Minute, Amber Northern examines school turnaround efforts in North Carolina.
By Aaron Churchill
By Jamie Davies O’Leary
By Darien Wynn
By Robert Pondiscio
By Chester E. Finn, Jr.
How often have you heard, “Gifted students will do fine on their own?” This is just one of the many myths that become barriers to properly educating millions of high-potential students. The following is a list of the most prevalent myths in gifted education, accompanied by evidence rebutting each of them.
It should be great news: Graduation rates for Minnesota’s black and Hispanic students—which have long lagged the rate for white students—are on the rise.But how much do these new graduates actually know? What skills have they mastered? In other words, what is their high school diploma really worth?
As a parent of three young children in Chicago Public Schools, I’m starting to get nervous.
Despite the continued controversy surrounding Common Core, the vast majority of states that originally adopted the standards have chosen to stick with them. But the same can’t be said of several new standards-aligned assessments.
Even a careful observer of education policy could wonder, “Who’s actually in charge of public schooling?” That is, at which level of government does the buck stop?
If a Supreme Court case yields an outcome that virtually every observer predicted, it’s tempting to dismiss the underlying legal issues as predetermined. But what if the result also confounds the expectations of those same prognosticators from just six weeks prior? Something extraordinary must have taken place, right?