How to build a better public school choice program: Evidence from Los Angeles
School choice discussions often overlook intradistrict open enrollment, allowing students to attend any public school within their resident district.
School choice discussions often overlook intradistrict open enrollment, allowing students to attend any public school within their resident district.
Most young people who enroll in college after high school graduation do so in the hope that it will help them secure a good job. Similarly, many employers look to colleges as sources of high-quality candidates to fill job openings.
There are, generally speaking, two ways to report students’ performance on tests. One is normative, and it compares a student’s performance to his peers. The second is criterion, and it compares a student’s performance to learning standards, indicating grade-level proficiency and is independent of peers’ test performance.
The push for more “equitable” grading policies has exacerbated grade inflation while yielding little evidence of greater learning. Some aspects of traditional grading can indeed perpetuate inequities, but top-down policies that make grading more lenient are not the answer, especially as schools grapple with the academic and behavioral challenges of the post-pandemic era.
My friend Michael Petrilli just wrote a great essay about the “homework gap.” He sets aside the upper-class question (stressed out kids with too much of it) and steers readers to the gap (some kids do what’s assigned, some kids copy and cheat, and some kids skip it).
Districts have used almost $190 billion in ESSER funds to help students recover from pandemic learning loss by implementing a wide variety of initiatives, including
On this week’s Education Gadfly Show podcast, Adam Tyner and Meredith Coffey, the national research director and a se
If we care about doing educational equity right, we need to call the bluff of those who want to lower expectations for students’ effort “because equity.” Those so-called advocates need to do some of their own homework—and penance—as well.
A new report from PEN America claims that 1.3 million teachers, roughly a third of full-time classroom staff in the United States, are now forced to work under “educational gag orders.” PEN tallies forty pieces of legislation restricting teacher speech across twenty-two states as of November 1, 2023.
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.
On this week’s Education Gadfly Show podcast, Chad Aldis, Fordham’s Vice President of Ohio Policy, joins Mike and David t
In recent months, housing programs for school teachers have begun to receive high-profile attention. And with good reason: As costs of living have risen, teacher salaries have not kept pace, thereby decreasing some educators’ ability to live near their workplaces. But are such policies actually a good thing? In short: We really don’t know.
On this week’s Education Gadfly Show podcast, Alan Safran, the CEO and co-founder of Saga Education, joins Mike and David to discuss best prac
Many states are overhauling their early literacy policies to align with the science of reading, an evidence-based approach that emphasizes phonics and knowledge building. Effectively implementing these reforms is crucial, as high-quality reading instruction can improve both academic and life outcomes for children.
Examination of Covid-era impacts on students, families, and schools continues apace. Getting a full picture of the fallout, who was affected, and how helps education leaders better direct their resources to serve impacted students.
Better late than never, New York State has stirred itself to change the way reading is taught in its 800-plus local school districts. Last month, Governor Kathy Hochul announced a plan to spend $10 million to train 20,000 teachers in the “science of reading,” including a “microcredentialing” program via the state’s public universities. Assuming the legislature grants the request, here’s how New York could maximize the program’s impact.
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.
Fordham’s latest report, "New Home, Same School," analyses the relationships among residential mobility, school mobility, and charter school enrollment. It finds, among other things, that changing schools is associated with a small decline in academic progress in math and a slight increase in suspensions—and that residentially mobile students in charter schools are less likely to change schools than their counterparts in traditional public schools.
This is the fourth in a series on doing educational equity right.
Equitably funding education in America means providing more resources to students who need additional support.
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.
If school funding is the issue around which it’s easiest to find common ground across left and right, school discipline might be the hardest. That shouldn’t be surprising, given how divisive our country’s debate has been on the related issue of criminal justice and law enforcement. But we can begin to bridge these ideological differences if we commit to “doing educational equity right.”
I used to judge teachers who quit midyear. How could they abandon their students? Didn’t they sign a contract? Could they just really not cut it? Well, now I get it. Midyear quitting may be unseemly, but it’s understandable.
Editor’s note: This was first published on the author’s Substack, The Education Daly.
Alternative licensure pathways—which equip prospective new educators for the classroom in ways other than traditional, university-based teacher preparation programs—aim to expand and diversify the ranks of K–12 teachers.
On this week’s Education Gadfly Show podcast, Angela Rachidi, a senior fellow at the American Enterprise Institute, joins
Editor's note: This was first published on the author's Substack, The Education Daly.
Last week, Petrilli identified three rules for “doing educational equity right” that will result in smart policy designs and make it likelier that the political right will get on board the equity train. Now let’s apply those rules to the topic of school finance.
As former teachers in a variety of settings—charter, traditional public, and “transfer” schools—we read with great interest our colleague Daniel Buck’s recent piece, “In defense of the traditional classroom
Whether school discipline falls differently on students from different racial groups is an ongoing concern for families, school and community leaders, and policymakers.