The Fordham Institute supports school choice, done right. That means designing voucher and tax-credit policies that provide an array of high-quality education options for kids that are also accountable to parents and taxpayers.
A long time ago now, the late syndicated columnist William Raspberry was in the Twin Cities for some kind of program and a woman asked a modest question: “How do you fix poverty?” Raspberry, who was a gracious Pulitzer Prize winner, said something about how poverty was a very big problem, and as such, one could jump in just about anywhere and make a contribution.
The so-called War on Poverty has been fantastically successful at eradicating poverty among the old and devastatingly miserable at eradicating poverty among the young. It’s not hard to see why. It’s easy to reduce or eliminate poverty among people, such as seniors, who are not expected to work: Give them money and free services, like Social Security and Medicare.
Forgive an aging education-reformer’s reminiscences, but LBJ’s declaration of war on poverty shaped the next fifty years of my life.
Today’s guidelines announced in Baltimore by the Justice and Education Departments brings the tortured logic of disparate impact to school discipline.
Tomorrow, Michael Petrilli will be conducting a live chat with Kathleen Porter-Magee and Matt Chingos of Brookings on lessons learned (or not) since No Child Left Behind was enacted twelve years ago. (Tweet your questions to #NCLBchat.)
The holiday season has come to end, and mostly likely, you’re starting 2014 off with some New Year’s resolutions. Maybe you’re still trying to figure out how to program your Fitbit. Or maybe you’re waking up an hour earlier to make it to the gym.
The first time I drove through Camden, New Jersey, I was shell-shocked.
Attorney General Eric Holder’s claim that Louisiana’s voucher program contradicts federal des
It’s that time of year when we guilt ourselves into better behavior—vowing to lead a more abstemious lifestyle, go to the gym more often, improve personal finances...Way too hard.Here’s a New Year’s resolution you can follow through on: five good edu-reads to start the year off right!
Each State shall establish a timeline for adequate yearly progress. The timeline shall ensure that not later than 12 years after the end of the 2001–2002 school year, all students in each group described in subparagraph (C)(v) will meet or exceed the State’s proficient level of academic achievement– No Child Left Behind Act of 2001, section 1111(2)(F)
Tomorrow morning, some of you are going to feel bad about yourselves for tonight’s debauch. Not much I can do for headaches and queasy stomachs, but I can help you insulate your self-esteem: Read these five things before the festivities. You’ll head into the evening knowing you smartened yourself up.
This year, readers beat a trail to our blogs for Common Core content; six out of ten of Fordham’s top ten blog posts in 2013 were from Common Core Watch, moderated by Kathleen Porter-Magee.
I’ve obviously made up my mind about SIG and other school turnaround efforts.
Anyone with even a passing interest in science fiction, or in the latest advances out of Silicon Valley, surely gets a kick thinking about Google’s self-driving cars, now under development and ready for road testing.
As ESEA waivers change the school-accountability landscape, charter authorizers need to take the opportunity to rethink how we too can measure school progress. Ohio, as part of its Title I waiver, moved to an “A” to “F” rating system for schools, is implementing new standards and assessments, and is providing some flexibility around various reporting requirements.
One of the biggest stories coming out of the 2013 NAEP TUDA data release, especially for those inside the beltway, were the results for District of Columbia Public Schools (DCPS).
As Rick Hess and Michael McShane stress in their recent volume Common Core Meets Education Reform, it is foolhardy not to consider how the Common Core standards fit into the broader education-reform agenda.
We look at A Practitioner's Guide to Growth Models.
We count down the top five education issues that we'll be talking about in 2014.
Today, NAEP TUDA results are released. Actually, I should say the results are being packaged.
Two weeks ago, we read that many Ohio college students graduate tens of thousands of dollars in debt.
This is the third post on how a handful of states are approaching accountability during the transition to the Common Core State Standards.
According to the newest assessment from the National Alliance for Public Charter Schools regarding the charter sector’s share of the public school market, the number of school districts where at least 20 percent of students attend charters has
Arbitrary caps on the number of charter schools or charter school students are still bad ideas.
Note: This post is part of our series, "Netflix Academy: The best educational videos available for streaming." Be sure to check out our previous Netflix Academy posts on
I can’t tell you how much I like the annual charter school “market-share” report from the National Alliance for Public Charter Schools. It’s my favorite annual publication.
The Common Core—the state’s new academic content standards for math and English language arts—has lit a fiery debate across Ohio. Vocal skeptics raise questions such as: Will the state lose its sovereignty in how students are educated? Will curricula become too “narrow”? Will technical manuals replace literary stalwarts like Hawthorne and Twain?
