ESEA and the return of a well-rounded curriculum
Undoing damage inflicted by the blunt axe of test-driven accountability. Robert Pondiscio
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.
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.
This post was originally published in a slightly different form by the CUNY Institute for Education Policy.
Last week, I explained the reauthorization of the Elementary and Secondary Education Act (a.k.a. No Child Left Behind) in a single table:
ESEA reauthorization explained in a single table
President Obama’s contempt for the Constitution, and Secretary of Education Arne Duncan’s unfortunate disregard of that document, have been loudly and justly decried by critics of executive overreach. Less heralded, but equally troubling, is the mission creep of the Office for Civil Rights as it works to reshape the education world and to right whatever alleged wrongs it thinks it sees.
Give ‘em great books and get out of the way. Peter Sipe
We know from international data—PISA, TIMSS, and so on—that other countries produce more “high achievers” than we do (at least in relation to the
A recent study examined whether gifted programs benefit students at the margin: those who barely “made the cut” for admission into a program and those who barely missed it.
Checker Finn, chagrined at the lack of attention to gifted education in the U.S., has decided to study what other nations do.
I’m halfway through an ambitious research project, in which I examine how other countries educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S.