Editor's note: This is the second post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Editor's note: This is the first post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
President Obama signed the new federal education law, the Every Student Succeeds Act (ESSA), in December 2015.
Editor's note: This post is the sixth and final entry in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expa
Editor's note: This post is the fifth in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
The monopoly can and should be broken
I have two requests. The first is modest. The second is…well, let’s focus on the first for the time being.Please go to your calendar and block off thirty minutes. You can call the item “Districts and the Achievement Gap.” It’s easy work; you’ll just need to do look at some pictures.
Editor's note: This post is the fourth in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
A sixth grader in Mountain Brook, Alabama, can be considered one of the luckiest in the country, enrolled in a district where he and his classmates read and do math three grade levels above the average American student.
This is the first in a series of essays marking the twenty-fifth anniversary of America’s first charter school law. These commentaries are informed and inspired by our forthcoming book (co-authored with Bruno V.
On this week’s podcast, Mike Petrilli and Robert Pondiscio talk Trump, the role of test scores in determining school quality, and the opt-out movement. During the Research Minute, Amber Northern explains how the threat of NCLB sanctions reduced teacher absences.
Although we consider creativity and critical thinking two of the most important skills today, children often have limited opportunities to flex their creative muscles. Parents and teachers need to encourage creative children to find at least one outlet, along with venues and audiences to showcase their work.
A few weeks ago, I argued that policy change is not the only path to education reform, floated five other approaches for improving educational practice, and promised to flesh them out in future posts.
Editor's note: This post is the third in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
The federal Charter Schools Program (CSP), which provides seed money for charter start-ups primarily through competitive state grants, got an upgrade in the Every Student Succeeds Act (ESSA) in December.
By Michael J. Petrilli
The school choice tent is much bigger than it used to be. Politicians and policy wonks across the ideological spectrum have embraced the principle that parents should get to choose their children’s schools and local districts should not have a monopoly on school supply.
Personal belief cannot supersede public duty
Test score inflation or genuine increase in proficiency?
Efforts to reform charters must include all school types
Last week, the Department of Education released the 2015 Nation’s Report Card for twelfth graders. As with the fourth- and eighth-grade scores provided last fall, there was little to celebrate. In the core subjects of math and reading, average scores held firm at the same unimpressive level they’ve been at since 2009.
Next week, in a series daily blog posts, Jay Greene and I will explore areas of agreement and disagreement around the issue of school choice and school quality.
Ohio's families need more high-quality choices in more locations
The Buckeye State has a better opportunity than ever to raise its charter game
In 2014, we hosted our first-ever Wonkathon, which was dedicated to the subject of charter school policy.
