Why end-of-course exams are being replaced by the ACT and SAT, and how to reverse that
In the last month, two reports have renewed questions about the current direction of states’ high school assessments.
In the last month, two reports have renewed questions about the current direction of states’ high school assessments.
What if you were told that elementary schools in the United States are teaching children to be poor readers?
Editor’s note: This is the second in a series of posts looking at how two school networks—Rocketship Public Schools and Wildflower Schools—enable their students to master standards at their own pace. See the first post here.
This essay, which first appeared on Marc’s blog at the National Center on Education and the Economy, illumines the problems addressed by The Moonshot for Kids project, a joint initiative of the Fordham Institute and the Center for America
Almost a decade ago, I wrote that “the greatest challenge facing America’s schools today [is] the enormous variation in the academic level of students coming into any given classroom.” Unlike plenty of what I’ve said over the years, this one has stood the test of time.
Teaching students to engage with history and civics is important in a democratic society. The critical thinking and communication skills taught in social studies classes are all the more essential to students with Emotional and Behavioral Disorders (EBD) because they equip them to overcome difficulties interacting with and relating to peers.
Very little previous research has looked at end-of-course exams. Our new study on their relationship to student outcomes helps remedy that. We learned much that’s worth knowing and sharing. Probably most important: EOCs, properly deployed, have positive academic benefits and do so without causing kids to drop out or graduation rates to falter.
Editor’s note: This is the final post in a series looking at whether and how the nation’s schools have improved over the past quarter-century or so (see the others here,
Artificial intelligence and machine learning are ubiquitous, playing a role in everything from Netflix and Instagram algorithms to transportation and healthcare delivery. But it’s also increasingly being used to improve educational pedagogy and delivery through a process called educational data mining (EDM).
On this week’s podcast Mike Petrilli and David Griffith talk to Adam Tyner about the new Fordham report he co-authored with Matthew Larsen on end-of-course exams and student outcomes. On the Research Minute, Amber Northern examines efforts to improve the college application process.
This essay, which first appeared on Marc’s blog at the National Center on Education and the Economy, illumines the problems addressed by The Moonshot for Kids project, a joint initiative of the Fordham Institute and the Center for American
In recent years, we have reached a homeostasis in education policy, characterized by clearer and fairer but lighter-touch accountability systems and the incremental growth of school choice options for families—but little appetite for big and bold new initiatives.
On this week’s podcast, Andrew Ujifusa, an assistant editor for Education Week, and one-half of the Politics K–12 team, joins Mike Petrilli and David Griffith to explain why we wonks shouldn’t completely ignore Washington in the coming year. On the Research Minute, Amber Northern counts down the five most influential education studies of 2018.
Credit recovery, or the practice of enabling high school students to retrieve credits from courses that they either failed or failed to complete, is at the crossroads of two big trends in education: the desire to move toward “competency based” education and a push to dramatically boost graduation rates.
By Laura Slover and Bonnie Hain
Weighted student funding, also known as student-based budgeting (SBB), is a funding mechanism that aims to allocate school resources more equitably.
When state report cards are released this fall, it will be the first time that overall letter grades are assigned to districts and schools.
An increasing number of headline-grabbing graduation scandals have renewed the public’s interest in how students earn a high school diploma.
By Kate Kreamer and Ryan Reyna
On this week's podcast, special guest Chris Minnich, who is stepping down after five years at the helm of the Council of Chief State School Officers, joins Mike Petrilli and Alyssa Schwenk to discuss the future of state education policymaking in the ESSA era. During the Research Minute, Amber Northern highlights the best research studies of 2017.
On this week’s podcast, special guest Chad Aldeman, a principal at Bellwether Education Partners, joins Mike Petrilli and Alyssa Schwenk to compare Fordham’s ESSA review to that of Bellwether and the Collaborative for Student Success. During the Research Minute, Amber Northern examines educators’ political persuasions and their potential effects on classrooms.
Last week, Bellwether Education Partners (in partnership with the Collaborative for Student Success) released its review of Ohio’s plan to comply with the federal law known as the Every Student Succeeds Act (ESSA).
On this week's podcast, special guest Marc Porter Magee—founder and CEO of 50CAN—joins Mike Petrilli and Brandon Wright to discuss states’ accountability plans under ESSA. During the Research Minute, Amber Northern examines an international meta-analysis of how technology is affecting academic outcomes.
By Brandon L. Wright
By Brandon L. Wright and Michael J. Petrilli
The Every Student Succeeds Act grants states more authority over their accountability systems than did No Child Left Behind, but have they seized the opportunity to develop school ratings that are clearer and fairer than those in the past?