Displaying 421-450 of 17774 results
Commentary
12.8.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

4 takeaways from the PISA results

Daniel Buck

The results from the Program for International Student Assessment (PISA) are in—an international standardized test of fifteen-year-olds and the first look at how countries compare post-pandemic—and the picture they paint of American education is disheartening. Here are four trends that you need to know: 1. U.S. math scores collapsed and reading stagnated.

Commentary
12.8.2023
Curriculum & Instruction, Governance, Teachers & School Leaders

Should schools ban cellphones?

Tim Daly

Editor’s note: This was first published on the author’s Substack, The Education Daly. They’re coming for the kids’ phones. Who is “they”?

Commentary
12.7.2023
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance

Which large school districts provide fertile terrain for charter growth?

Amber M. Northern, Ph.D., Michael J. Petrilli

Despite the amount of attention that school choice receives in the media and among policy wonks, politicians, and adult interest groups, the extent of actual competition in major school districts is not well understood. We were curious: Which education markets in America are the most competitive? And which markets have education reformers and choice-encouragers neglected or failed to penetrate?

Commentary
12.7.2023
Governance

What would another Trump term mean for education?

Chester E. Finn, Jr.

Nothing about Donald Trump is predictable except unpredictability, so it may be folly to speculate on what his return to the Oval Office would mean for American education. It also needs to be said up front that, faced with all the challenges and risks of another Trump term, K–12 education policy will not likely be the top concern on many minds.

Commentary
12.7.2023

What we're reading this week: December 7, 2023

The Education Gadfly

“Fueled by worries over the pandemic, equity and learning loss, Republicans and Democrats are rewriting decades’ worth of strict standardized testing and graduation requirements.” —Politico American math scores

Commentary
12.1.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education

Who’s got talent for identifying diverse talent?

Scott J. Peters, Matthew C. Makel

Talented and gifted school programs have a well-earned reputation for lacking student diversity.

Commentary
11.30.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

State licensure tests and science of reading instruction

Jeff Murray

Recent legislative efforts across the country have strengthened efforts to align reading instruction with the science of reading. These laws typically require teachers to use methods and materials aligned to the solid evidence base on how children best learn to read.

Podcast
11.29.2023
Accountability & Testing, Curriculum & Instruction

#897: Addressing grade inflation, with Tim Daly

On this week’s Education Gadfly Show podcast, Tim Daly, the CEO of Ed Navigator, joins Mike to discuss the causes and harms of grade inflation—

Commentary
11.21.2023
Curriculum & Instruction, Teachers & School Leaders

High-quality instructional materials change instructional leaders’ job

Emily Freitag

Five years ago, my team and I set out to understand what goes into effective implementation of high-quality instructional materials. We interviewed leaders and teachers from seventy schools that had moved to higher-quality materials in the last three years. We asked about what went well and what was hard.

Commentary
11.20.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Advanced Education, Teachers & School Leaders

9 thoughts on the Advanced Placement takedown in the Times

Michael J. Petrilli

Over the weekend, the New York Times published a hard-hitting 2,300-word expose by Dana Goldstein and colleagues asking “Why is the College Board pushing to expand Advanced Placement?” Its primary answer: to rake in tens of millions of dollars a year and to support CEO David Coleman’s exorbitant sal

Commentary
11.20.2023
Accountability & Testing, Evidence-Based Learning, Teachers & School Leaders

Grade inflation is locking in learning loss, part 2: Solutions

Tim Daly

In my previous post, we defined grade inflation and reviewed (lots of) new evidence suggesting that it is a barrier to pandemic recovery—especially for less privileged students. Today, we will identify solutions.

Commentary
11.17.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

How to bridge racial and socioeconomic gaps in advanced education

Abigail Hamilton

“Excellence gaps,” or disparities in advanced academic performance between student groups, have important implications for both academic equity and American economic competitiveness.

Commentary
11.16.2023
Charter Schools, Curriculum & Instruction, Governance, Private School Choice

Kentucky Gov. Andy Beshear might be a moderate Democrat, but he’s no education reformer

Daniel Buck

After handily defeating his Republican rival for the governorship of red-hued Kentucky, Democrat Andy Beshear is having a moment as a center-left moderate who could run for president in 2028. But we education reformers should curb our enthusiasm because Beshear’s stances are alien to ours.

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Commentary
11.16.2023
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

Liberty and civic education

David Davenport, Mark C. Schug

Editor’s note: This was first published by The Liberty Fund.

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Commentary
11.16.2023
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Do schools provide equal value to all their students?

Amber M. Northern, Ph.D.

Previous literature on school quality and teacher quality largely assumes that good schools and good teachers are beneficial for all enrolled children, which means that a school’s “value added” is typically calculated as the average effect on students.