How do Ohio’s urban high schoolers perform? Part one: Graduation rates and ACT scores
First in a deep-dive series looking at urban high schools across the Buckeye State
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:
In this week’s podcast, Robert Pondiscio and Alyssa Schwenk contrast the views of two MacArthur “geniuses,” weigh the role of “life experiences” in the college admissions process, and question reform critics’ push to block John King’s confirmation as education secretary. In the Research Minute, Amber Northern explains how DCPS gathers various data on teacher hiring but doesn't make the best use of them.
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.
In this week’s podcast, Joel Rose of New Classrooms joins Mike Petrilli to discuss how technology makes “differentiation” doable, non-cognitive skills under ESSA, and the future of Success Academies in New York City. In the Research Minute, Amber Northern examines how teacher reforms have affected teacher effectiveness.
By Andrew Scanlan
By Jamie Davies O’Leary
By Amber M. Northern, Ph.D.
By Lisa Hansel and Robert Pondiscio
If you’re at all interested in Washington, D.C. schools, you should read this excellent report by David Osborne. It serves as a quick and comprehensive history lesson on the city’s last two decades of reform.
Talk is cheap.For decades, elected officials, education leaders, and others have consumed much oxygen talking about the challenges facing our nation from countries doing a much better job developing their academic talent.Despite this the reality is that we have largely failed to address this concern as many of our most talented children are being overlooked and uncultivated.
On the campaign trail, Senator Ted Cruz reliably wins applause with a call to "repeal every word of Common Core." It's a promise he will be hard-pressed to keep should he find himself in the White House next January.
A minor wrinkle in this year's report card data
Any teacher worth his salt can recognize that there are differences among students that must be taken into account in the classroom. Why, then, can’t we acknowledge that the same is true for teachers?
Editor's note: This letter appeared in the 2015 Thomas B. Fordham Institute Annual Report. To learn more, download the report. Dear Fordham Friends,
Editor's note: This post was first published on Flypaper on May 4, 2015.
Editor's note: This post was first published on Flypaper on April 27, 2015.
Editor's note: This post was first published on Flypaper on April 29, 2015.