The unanticipated benefit of the “Colorado Compromise”: Time to address learning loss
The Biden administration recently approved Colorado’s request to ease the burden of administering state assessments because of the pandemic.
The Biden administration recently approved Colorado’s request to ease the burden of administering state assessments because of the pandemic.
The Biden team has issued its first responses to state requests to waive federal testing requirements because of the pandemic. Dale Chu reads the tea leaves, and concludes that the new Administration is trying to eat its cake and have it too.
How can we do more to prevent teen suicides? —New York Times Pandemic pods are less sustainable and are harder to run than many parents thought.
In part I of this two-part series, I wrote about three of the most common practices teachers implement in elementary schools that successfully personalize learning: giving each child a learning plan, organizing instruction around class-level and individual mastery, and using grouping an
The CDC’s revised guidelines for pupil spacing in school—three feet under most circumstances rather than six—opened a floodgate of gratitude from superintendents and parents.
In a previous Flypaper post, Mike Petrilli described the challenge of personalizing instruction for our youngest learners as the “Mount Everest” of education.
Editor’s note: This is the fifth and final installment in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
High-dosage tutoring is receiving a lot of buzz as a promising tool to address learning loss in the wake of the Covid-19 pandemic. But unlike vaccines, successful tutoring programs are challenging to scale with fidelity. In this paper, long-time educators Michael Goldstein and Bowen Paulle explain how leaders can smartly scale promising tutoring programs that can boost student outcomes.
Despite last week’s announcement by the U.S. Department of Education that it won’t grant blanket testing waivers this year, a number of states have decided to push for one anyway.
The return on investment for four-year college degrees is fairly well-established in terms of graduates’ employment and
Any discussion about “equity” in education that is not first and foremost a discussion about literacy is unserious.
Thanks to the No Child Left Behind Act, annual testing in math and reading for students in grades three through eight became mandatory in every state beginning in 2005.
Beware the “soft bigotry of low expectations.” President George W. Bush’s trenchant warning resonated across the political spectrum when he voiced it to the NAACP in 2000, and it has more or less driven federal education policy ever since. For many, educators and noneducators alike, it remains a touchstone of how to think about racial equity.
Editor’s note: This is the second in a series of posts about envelope-pushing strategies schools might embrace to address students’ learning loss in the wake of the pandemic.
The Covid-19 pandemic has run roughshod over so much of our education system, closing schools, sending students home to try to learn remotely, and obliterating last year’s summative state tests.
When the Covid-19 pandemic hit the U.S. last spring, schools nationwide shut their doors and states cancelled annual standardized tests. Now federal and state policymakers are debating whether to cancel testing again in 2021. One factor they should consider is whether a two-year gap in testing will make it impossible to measure student-level achievement growth during this historic period.
As with most years, 2020 has been a busy one for the Fordham research team. We published many groundbreaking studies, adding contributions to the evidence base on literacy, civic education, education funding, school choice, and gifted programs, among others.
TIMSS is less well known to most American ed-watchers than NAEP and PISA, perhaps because it comes from a private group called the International Association for the Evaluation of Educational Achievement (IEA), but it does a first-rate job of monitoring, comparing, and explaining the educational performance of fourth- and eighth-graders in dozens of countries in the crucial subjects of math and
The pandemic has now disrupted two consecutive school years, and its effects are certain to linger for years to come. Unfortunately, some students will be more impacted than others.
Here in Fordham’s pages, I’ve previously written about the challenge of Covid-19 learning losses at the macro level. In this article, I focus on the micro level.
For those of us who still believe that results-based school accountability is an essential part of the education renewal that America sorely needs, not many things are looking great this week.
Two years ago, Seth Gershenson and Fordham published Grade Inflation in High Schools, groundbreaking research examining the relationship between students’ Algebra I course grades and end-of-course (EOC) test results in North Carolina.
A perennial complaint about holding students accountable through grades and test scores is that these mechanisms are biased against already disadva
Education wasn’t explicitly on the national ballot in 2020, but education is always on the ballot, even when you don’t see it. Now that the election is behind us, education reformers can focus again on states and communities, where most of the important decisions about K–12 education get made.
As we previously saw at the 4th grade and 8th grade levels, the just-released 2019 12 grade NAEP results were mostly flat or down. But we already knew from the 2015 results that this cohort of students entered high school performing below their older peers.
On Wednesday, the government will release the 2019 National Assessment of Educational Progress scores for twelfth grade students.