Displaying 811-840 of 17774 results
Commentary
1.26.2023
Evidence-Based Learning, Career & Technical Education, Curriculum & Instruction, Governance

Getting ready for future employment opportunity: Evidence from Pittsburgh

Jeff Murray

Reversing decades of economic struggle in America’s former manufacturing centers is a high priority for leaders in cities and regions across the nation. Many would like to see technology-focused industries lead such a resurgence, but do they have enough qualified workers? And if not, how can they increase those numbers?

Commentary
1.20.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Driving equity in gifted policies: Insights from Harlem Academy in New York City

Vincent Dotoli

Editor’s note: This essay was part of an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute that is published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.

Commentary
1.19.2023
Curriculum & Instruction, Governance, Teachers & School Leaders

The true enemy of equity

Michael J. Petrilli

Advocates have turned “equity” into a trigger word by pitting the concept against “excellence.” But that line of argument is not only politically unpopular, it’s wrong. In fact, excellence is not the enemy of equity, but the antidote to inequity.

Commentary
1.19.2023
Curriculum & Instruction, Governance

“Curriculum transparency” is harder to achieve than lawmakers assume

Robert Pondiscio

House Republicans this week introduced a curriculum transparency bill aimed at ensuring parents know what their kids are learning in school, particularly when that includes “divisive concepts” like critical race theory, which has been banned from classrooms or restricted i

Commentary
1.19.2023

Are education leaders mismeasuring schools’ vital signs?

David Osborne

Two years ago, students at a charter school in East Los Angeles were learning at 1.5 to two times the pace of their grade level peers around the state, based on three years of standardized test scores. But the California Department of Education labeled the school a “low performer,” which put it at risk of closure. Why?

Commentary
1.19.2023
Evidence-Based Learning

The slowly-narrowing achievement gap

Josh Einis

A recent study by Eric Hanushek, Jacob Light, Paul Peterson, Laura Talpey, and Ludger Woessmann finds that, contrary to

Commentary
1.12.2023
Advanced Education

Why I’m against the economic argument for educating gifted children

Victoria McDougald

One common and longstanding argument made in defense of gifted education (including by some of my valued colleagues) is that we as a nation must cultivate the talents of these bright students in order to remain economically competitive and because th

Commentary
1.12.2023
Evidence-Based Learning, Charter Schools, Governance, Private School Choice

Rural school choice is more common than you think

Robert Pondiscio

A common observation made by critics of school choice is that it has little to offer families in rural communities where the population isn’t large enough to support multiple schools, and where transportation is already burdensome. I’ve made the point myself, and I’m a school choice proponent.

Commentary
1.12.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

One teacher’s response to the reading wars

Nathaniel Grossman

Sold a Story, the podcast series from American Public Media, is essential listening for parents and teachers. Through six episodes, host Emily Hanford documents how schools failed to adequately teach reading to students over the past thirty years.

Commentary
1.12.2023
Evidence-Based Learning, Teachers & School Leaders

Challenges and disappointments in school superintendency: Lessons from Broad

Amber M. Northern, Ph.D.

School district superintendents have an unenviable job description—ranging from high-level policy decisions on curriculum and finance to small-scale daily operations questions and small-p politics with stakeholders at all levels—so it’s no surprise that many

Commentary
1.5.2023

An octet of dualisms for the new year

Chester E. Finn, Jr.

Consider eight pairs of education-related statements that Finn believes are both at least partly true, even though they seem to state opposing views or realities. The first: the pandemic was an unmitigated disaster for American education; and coming out of the pandemic, important elements of American education are savvier and more flexible than before.

Commentary
1.5.2023
Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Charter school teacher turnover and retention

Daniel Buck

As one article at National Affairs put it, the cries about a nation-wide teacher shortage are “heavy on anecdote and speculation” but rather light on data.

Commentary
1.5.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

The typical gifted program is likely to become even less equitable

Scott J. Peters, Meredith Langi

By now the unfinished learning that resulted from the Covid-19 pandemic is old news.

Commentary
1.5.2023

What we're reading this week: January 5, 2023

The Education Gadfly

ChatGPT—a bot capable of generating paragraphs of fluent writing—is causing headaches for teachers and professors on the lookout for plagiarism.