Teacher resources: When one door closes, another one opens
An opportunity for high-quality, homegrown teaching materials
An opportunity for high-quality, homegrown teaching materials
By Jamie Davies O'Leary
By Amber M. Northern, Ph.D.
By Robert Pondiscio
By Michael J. Petrilli
By Jamie Davies O’Leary
A recent report showing low levels of participation by black, Hispanic, and low-income students in the gifted and talented programs of Montgomery County underscores the significant challenges befo
Schools are supposed to be the great equalizers. Yet it is far too difficult to tell which cities or states do the most to ensure that all children receive equitable access to strong public schools.
By Jeff Murray
By Amber M. Northern, Ph.D.
The goal of gifted programs should reflect that of any other educational program: to engage students with appropriately challenging curricula and instruction on a daily basis and in all relevant content areas so that they can make continual academic growth.
By Michael J. Petrilli
First in a deep-dive series looking at urban high schools across the Buckeye State
Last fall, the National Bureau of Economic Research (NBER) published a working paper by researchers Thomas S. Dee and Hans Henrik Sieversten titled The Gift of Time? School Starting Age and Mental Health. The well-developed study quantifies the effects of predicating enrollment in formal schooling on the mental health of students.
Here’s the speech I wish Washington, D.C. Mayor Muriel Bowser would give:
By Andrew Scanlan
By Jessica Poiner
When the history of this era’s urban-education reform movement is written, four big policy innovations are sure to get attention: the nation’s first voucher program, first charter law, first mayor-controlled charter authorizer, and first “
After roughly a year of presidential politicking during which education has been given short shrift, two primary debates over the past few days have restored the issue to news cycle relevance. Both were held in troubled Michigan cities in advance of today’s crucial primary.
The "ratings bubble" bursts for Ohio’s schools and districts
By Robert Pondiscio
Editor’s note: This is the last in a series of blog posts that takes a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
Editor’s note: This is the fifth in a series of blog posts that takes a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
By Andrew Scanlan
By Jamie Davies O’Leary