Competency-based education can better inform parents, students, and teachers
Mike Petrilli recently reopened an important conversation.
Mike Petrilli recently reopened an important conversation.
Fordham’s latest study, Charter School Boards in the Nation's Capital, doesn’t disappoint.
It’s been twenty-five years since Minnesota introduced chartering to America.
Our goal with this post is to convince you that continuing to use status measures like proficiency rates to grade schools is misleading and irresponsible—so much so that the results from growth measures ought to count much more—three, five, maybe even nine times more—than proficiency when determining school performance under the Every Student Succeeds Act (ESSA).
Maryland governor Larry Hogan has excellent political judgment. I wish I could say the same of his educational judgment.
This summer’s dual repudiation of education reform policy and charter schools by the NAACP and the Movement for Black Lives Coalition is a story that hasn’t gone away. In fact, it’s a pivot that will come to a head later this week in Cincinnati, when the NAACP takes up a resolution supporting a national moratorium on charter schools.
This report from the Council for a Strong America provides an alarming snapshot of how ill-prepared many of the nation’s young adults are to be productive members of society.
By Erika Sanzi
By Andrew Scanlan
By Amber M. Northern, Ph.D.
By Amber M. Northern, Ph.D. and Michael J. Petrilli
By Christopher Weiss Harrison
Management expert Peter Drucker once defined leadership as “lifting a person's vision to higher sights.” Ohio has set its policy sights on loftier goals for all K-12 students in the form of more demanding expectations for what they should know and be able to do by the end of each grade en route to college and career readiness. That’s the plan, anyway.
By Michael J. Petrilli
By Amber M. Northern, Ph.D.
Twenty-five years into the American charter school movement there remains little research on the impact of charter authorizers, yet these entities are responsible for key decisions in the lives of charter schools, including whether they can open, and when they must close.