BASIS DC Symposium - Looking Inside Fully Integrated Schools
BASIS DC held a symposium on the new charter school they hope to open in the fall 2012. Panelists include DC At-Large Councilmember Sekou Biddle, Richard Kahlenberg, Senior Fellow at the Century Foundation, Jeanne Allen, President of Center for Education Reform, and Sam Chaltain, a DC-based educator and former chair of Inspired Teaching School. Fordham's Executive Vice President Mike Petrilli will moderate. For More information about BASIS DC, please contact Mary Siddall, [email protected]
Terry Ryan on Collective Bargaining in Ohio
Terry Ryan talks about his testimony on Senate Bill 5 and what it means for Ohio.
ESEA Briefing Book: "Reform Realism" Explained
Mike and Checker explain how NCLB got it backwards, and what "reform realism" would look like in practice.
Reform School: Tim Kitts
Tim Kitts of Florida's Bay Haven Charter Academy explains his "plus" model of school improvement, and the axes of curriculum and department structures.
Walton seeks an education-program officer
The Walton Family Foundation is on the lookout for a skilled, highly motivated, and entrepreneurial individual to be a Denver-based program officer for the foundation’s Systemic K–12 Education Reform Team. To learn more, visit its website.
Give the public what it wants: Customization
Adam EmersonCount me among the fans of school choice who looked favorably upon this year’s results of the Phi Delta Kappa (PDK)/Gallup poll.
Endangering Prosperity: A Global View of the American School
Julie Spencer-Robinson“No country, however rich, can afford the waste of its human resources.” This is carved into a massive stone wall on the FDR memorial in Washington, but it could have been the preface to this slender, timely, punchy book by Eric Hanushek, Paul Peterson, and Ludger Woessmann. These authors make a persuasive case for improving the academic achievement of U.S.
Next Generation Science Standards Revisited
Chester E. Finn, Jr., Kathleen Porter-MageeCan you spell “C” as in “chemistry”?
Three pollsters walked into a school…
Michael BrickmanTriangulating a trifecta of survey results
Four reasons the new athletic league is good for D.C. Charters
John HortonThirteen months ago, I wrote about the hostility charter-school athletic teams faced across the nation as they sought an equal opportunity to compete against their peers.
On poverty, proficiency, and velocity
Richard J. WenningThe exchanges stemming from Mike Petrilli's recent op-ed and concerns about school-grading systems appear to reflect some confusion about poverty, performance, proficiency, and growth. Much of the prevailing discourse seems more focused on finding someone (or something
I'm from Wisconsin and I'm here to help
This is the first post by Michael Brickman, Fordham’s new national policy director. Until last week he was Governor Scott Walker’s education policy advisor. Follow him on Twitter at @BrickM or email him at [email protected].
Next steps for the Next Generation (Science Standards)
Chester E. Finn, Jr.Today we kept both promises by issuing a pair of additional analyses related to NGSS.
Commentary on Appendix L: Alignment of the Next Generation Science Standards with the Common Core State Standards for Mathematics
W. Stephen WilsonAmong the shortcomings of the NGSS is its acute dearth of math content, even in situations where math is essential to the study and proper understanding of the science that students are being asked to master. Also problematic is the alignment of NGSS math with the Common Core State Standards for mathematics. Appendix L of the NGSS seeks to explain the alignment and apply math more thoroughly to NGSS science. This commentary by Johns Hopkins mathematician appraises that appendix. Download Commentary on Appendix L: Alignment of the Next Generation Science Standards with the Common Core State Standards for Mathematics to read the appraisal.
Exemplary Science Standards: How Does Your State Compare?
Kathleen Porter-Magee, Brandon L. Wright, Laurel HornWith states weighing whether to adopt the Next Generation Science Standards (NGSS), a new analysis from the Thomas B. Fordham Institute compares the existing science standards of thirty-eight states with the NGSS and with exemplary standards from three other states. (The thirty-eight are those states with standards that are either “clearly inferior” to the NGSS or “too close to call,” based on our Final Evaluation of the Next Generation Science Standards and The State of Science Standards 2012.)
Let’s hear it for proficiency
Chester E. Finn, Jr.Mike Petrilli has valid reasons for wanting to abandon proficiency—but not reason enough, at least so long as it matters greatly in the real world
The problem with proficiency
Michael J. PetrilliStudent growth is the true measure of school effectiveness
By the Company it Keeps: Emily Barton
Andy Smarick interviews Emily Barton, assistant commissioner for curriculum and instruction at the Tennessee Department of Education
By the Company It Keeps: Neerav Kingsland
Andy Smarick interviews Neerav Kingsland, CEO of New Schools for New Orleans
The prolonged squeeze is also the big squeeze
Michelle LernerWhat Samuelson called “a prolonged squeeze” from retirement commitments to public employees, we called “the big squeeze” from retirement costs of teachers
Common Core’s best kept secret
Michael J. PetrilliShout it from the rooftops, tell all your friends: The Common Core era signals a return of history, civics, literature, science, and the fine arts to the elementary school curriculum
First Bell 8-5-13
Pamela TatzA first look at today's education news: The A-F school-grading system is under scrutiny, there should be more debate over whether to "mainstream" special-ed students, and more
Why the ‘opt-out’ is not a cop-out
Michael J. PetrilliMike, a strong supporter of standards-based reform and accountability in education, makes the case for an accountability opt-out for some schools
Opt-Out or Cop-Out? A Debate on 'New' Accountability Systems
Growing numbers of parents, educators, and school administrators are calling for a local "opt-out" from state tests and accountability systems. Is this opt-out a cop-out? Or would students benefit from a system that their own teachers and principals devised? Should all schools be offered an opt-out alternative, one in which they propose to be held accountable to a different set of measures? What about opt-outs for high-achieving schools or schools with good reason to be different? Would such a system move us toward or away from the goals of the Common Core? As for charter schools, must they continue to be tethered to uniform statewide accountability systems? Or should we rekindle the concept of customizing each school's charter and performance expectations?
First Bell 7-25-13
Pamela TatzA first look at today's education news: Tony Bennett to resign as Florida state superintendent after "grading-gate," Congress passes the student-loan compromise easily, and more