Who’s got talent for identifying diverse talent?
Talented and gifted school programs have a well-earned reputation for lacking student diversity.
Talented and gifted school programs have a well-earned reputation for lacking student diversity.
Recent legislative efforts across the country have strengthened efforts to align reading instruction with the science of reading. These laws typically require teachers to use methods and materials aligned to the solid evidence base on how children best learn to read.
On this week’s Education Gadfly Show podcast, Tim Daly, the CEO of Ed Navigator, joins Mike to discuss the causes and harms of grade inflation—
Over the weekend, the New York Times published a hard-hitting 2,300-word expose by Dana Goldstein and colleagues asking “Why is the College Board pushing to expand Advanced Placement?” Its primary answer: to rake in tens of millions of dollars a year and to support CEO David Coleman’s exorbitant sal
In my previous post, we defined grade inflation and reviewed (lots of) new evidence suggesting that it is a barrier to pandemic recovery—especially for less privileged students. Today, we will identify solutions.
“Excellence gaps,” or disparities in advanced academic performance between student groups, have important implications for both academic equity and American economic competitiveness.
Editor’s note: This was first published by The Liberty Fund.
Washington schools must now screen every elementary student for advanced education services, thanks to a law
Welcome to the latest installment of the Regulation Wars, a long-running family quarrel that centers on the perceived tensions between two of the charter school movement’s founding principles: innovation and execution (or, if you prefer, autonomy and accountability).
The New York Times recently covered the extraordinary academic achievement of Department of Defense schools, noting several factors that contribute to their success. But one important contributor—common values—was not mentioned.
This summer the National Working Group on Advanced Education reported what many educators in the United States already know and experience: that the United States has been wasting an enormous amount of human potential and that man
One of the most important efforts in American education today is the project to displace the Carnegie Unit as the fundamental unit of measurement in high schools.
Educators have long debated whether to retain students who do not meet grade level standards.
Many school districts use teacher rating scales to identify students for advanced (i.e., gifted) programming, such as supplementary instruction and separate classes or schools.
There is plentiful research suggesting that, among in-school factors, teachers consistently matter the most when it comes to student testing outcomes.
When former mayor Bill de Blasio promised to dismantle New York City’s gifted education programs, then-candidate Eric Adams laudably promised to save, reform and expand them. Since taking the helm, howev
This nation’s economic security will be won or lost based on the ability of elementary schools to energize science education.
There is no shortage of research into the impacts of school and district accountability systems on education-related student outcomes.
A new report released last week by the Center on Reinventing Public Education (CRPE) explores the pandemic’s impact on America’s oldest students—those in high school and the 13.5 million who recently graduated.
The Fordham Institute’s new report, Excellence Gaps by Race and Socioeconomic Status, authored by Meredith Coffey and Adam Tyner, is a significant addition to our growing knowledge about excellence gaps.
When Texas education commissioner Mike Morath named Mike Miles as the superintendent of Houston ISD back in June, it represented a throwback of sorts to a more muscular period of school and district accountability.
Most public policy efforts are very specific about the individuals or groups intended to benefit from their implementation, and evaluations of such policies generally stick to impacts on the target population. However, education policies aimed at helping certain K–12 students can also have wider implications for other students.
On this week’s Education Gadfly Show podcast, Checker Finn, Fordham’s president emeritus, joins Mike to discuss w
America’s recent achievement declines are far from unique. Consider, for example, Chile, whose academic progress, as measured by international assessments, also stalled out in the early to mid-2010s, just like ours did. And which is also facing a teenage mental health crisis, much like we are, as well as rising violence and disorder in and around their campuses. Are these worldwide phenomena?
On this week’s Education Gadfly Show podcast, Adam Tyner, Fordham’s national research director, joins Mike to discuss dispariti
Getting advanced learners (a.k.a. “gifted” students) the education they need, and ensuring that this works equitably for youngsters from every sort of background, is substantially the responsibility of state leaders.
Fordham’s latest study finds that fewer Black and Hispanic students from the highest-SES group are achieving at NAEP’s Advanced level than we would expect, given their socioeconomic status. That disparity clearly commands our attention. But so do the findings on Asian American high achievers—who deserve our attention for a different reason.
For at least a decade, schools have been using online credit-recovery (OCR) courses to award bogus credits that satisfy graduation requirements, and thus inflating graduation rates.
The use of screens increased substantially during the Covid-19 pandemic. For the twice exceptional population—those identified as gifted with coexistent learning differences like ADHD, dyslexia, Autism, or processing disorders—this “epidemic within the pandemic” resulted in deeper isolation and greater parent frustration.
School closure is among the most heavy-handed interventions for turning around chronically underperforming schools.