Top #ESSADesign proposals: Chad Aldeman, Bellwether Education Partners
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
On January 23, the Economist sent a clear warning to world leaders about the ways that “governments are systematically preventing [youth] from reaching their potential.” In the article “Young, gifted and held back,” authors point to many polici
On Tuesday afternoon, we at the Fordham Institute will host a competition to present compelling designs for state accountability systems under the Every Student Succeeds Act.
Editor's note: For a summary of noteworthy content from contenders' proposals, read "Some great ideas from our ESSA Accountability Design Competition."
Under the newly enacted Every Student Succeeds Act (ESSA), states now face the challenge of creating school accountability systems that can vastly improve upon the model required by No Child Left Behind (NCLB).
Officials at the Department of Education have requested public comments by January 21 about areas in the new Every Student Succeeds Act where regulation might be “helpful or necessary.” My recommendation to the feds: Tread ver
I re-read about fifty major articles, blog posts, and other missives about ESSA over the break, since this written record will serve as the foundation for years of commentary and analysis. Below are the five major themes that jumped out (along with gobs of the supporting links).1. The diminished role of Uncle Sam in schools
As everyone knows, the Every Student Succeeds Act (ESSA)—the long-overdue reauthorization of the Elementary and Secondary Education Act—was approved by overwhelming bipartisan majorities in the House and Senate and signed into law by the president in December.
The dominant narrative about the Every Student Succeeds Act (ESSA) is that it shifts authority over schools back to state governments. But this belies a key feature of the legislation.
Undoing damage inflicted by the blunt axe of test-driven accountability. Robert Pondiscio
Earlier this year, when it looked like ESEA finally had a chance of being reauthorized, I came up with a graphic for assessing the accountability provisions of the various proposals.
The ESEA reauthorization conferees delivered some good news for America’s high-achieving students last week.
The action is moving to the state level. It’s about time. Michael J. Petrilli
Editor's note: Politics K-12 reports that House and Senate negotiators have reached a preliminary compromise on reauthorization of No Child Left Behind.
Intel’s withdrawal of its Science Talent Search sponsorship, the legitimacy of the “Asian advantage,” charter school policy’s importance to voters, and principals’ opinions of Teach For America alumni.
Boehner is out! McCarthy is in! No, wait, McCarthy is out!
A suburban college readiness gap, rethinking the high school graduation age, fracking’s effect on male dropout rates, and racial density in high schools.
Catholic schools and the Pope’s stateside visit, Bill de Blasio’s pre-K enrollment efforts, STEM education for gifted kids, and KIPP’s successful scale-up.
In Failing Our Brightest Kids, Chester E. Finn, Jr. and Brandon L. Wright argue that for decades, the United States has focused too little on preparing students to achieve at high levels.
A new report can’t see the forest for the trees. Robert Pondiscio
If it becomes law, the federal government will have much less power than it does today. Michael J. Petrilli
The end is near. Hooray! Michael J. Petrilli
It’s finally here: Our best chance to update the Elementary and Secondary Education Act since its passage shortly after 9/11. A whole generation of students has come and gone, yet our nation’s key education law remains the same. There’s absolutely no good reason to delay reauthorization any longer. To the contrary; it’s sorely overdue.
No state does right by its “high flyers,” and most do an awful lot wrong. Michelle Lerner
Another good idea limited by flawed assessments. Amber M. Northern, Ph.D.
The myriad challenges facing school principals in the United States have been well documented, including limited opportunities for distributed leadership, inadequate training, and a lackluster pipeline for new leaders. Recently, the Fordham Institute teamed up with the London-based Education Foundation to seek a better understanding of England’s recent efforts to revamp school leadership.
Kids who skip grades stay ahead of the pack. Amber M. Northern, Ph.D.
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
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.