How “Young Sheldon” provided insight into parenting bright children
Editor’s note: This was first published by Education Next.
Editor’s note: This was first published by Education Next.
According to national data, children from low-income families and students of color do not have the same access to advanced courses as their more advantaged peers.
Fordham is among a wee group of reformers that’s paid attention to advanced education over the last twenty-five years. This disregard has resulted, among other problems, in a lack of informative research for the field. Our latest report addresses one of many unknowns: whether districts across the nation have adopted policies and programs to identify, support, and cultivate the talents of all students capable of tackling advanced-level work.
On this week’s Education Gadfly Show podcast, Adam Tyner, Fordham’s national research director, joins Mike and David to discus
The state of advanced education in America’s school districts is mediocre. Most districts neglect valuable policies that could expand access and improve student outcomes, resulting in a broken pipeline in advanced education.
For the past several months, Petrilli been pumping out posts about “doing educational equity right.” This series concludes with a twist by looking at three ways that schools are doing educational equity wrong: by engaging in the soft bigotry of low expectations, tying teachers’ hands without good reason, and acting like equity isn’t just an important thing, but the only thing.
To gauge the magnitude of global learning loss during the pandemic, a team at the World Bank examined data from the Program for International Student Assessment (PISA) from 2018–2022, which tests fifteen-year-olds in math, reading, and science.
The closure of schools in response to the seismic disruptions of the Covid-19 pandemic has left an indelible mark on education worldwide. As nations grappled with closures lasting varying lengths of time, the implications for student learning became increasingly evident.
Editor’s note: This was first published by The 74.
Marginalized students have long lacked access to advanced education programs in the U.S., compared to more advantaged peers, and have been under-identified and therefore underserved when such programs exist.
It’s been more than two decades since Congress passed and President Bush (43) signed the Education Sciences Reform Act (ESRA), giving birth to the Institute of Education Sciences (IES) as we know it.
As the population of English learners (ELs) in grades K–12 grows, so do the challenges school districts face in identifying gifted students and putting in place appropriate enrichment and acceleration opportunities for them.
This is the fourth in a series on doing educational equity right.
Khaya Njumbe enrolled at GEO Academies’ 21st Century Charter School, in Gary, Indiana, when he was eleven years old. By age thirteen, he’d become the youngest student in state history to earn an associate degree.
“Suitcase words” have different meanings for different people. They’re everywhere in our political conversations and in K–12 education, and they include “social justice,” “parental rights,” and “accountability.” But the granddaddy of them all is surely “educational equity.” In coming weeks, this series will aim to unpack this phrase, and discuss what it would mean to do educational equity right.