Why are some schools and districts crashing to provide their pupils with online learning and/or “lesson packets” during this period of social isolation, while others have essentially just shut their doors and turned off the electricity, leaving kids and families to fend for themselves—and inviting the coronavirus version of “summer learning loss?”
I proudly serve on the board of the Colorado League of Charter Schools.
“This is unprecedented,” said Eva Moskowitz “We’re not used to planning for a pandemic.”
As society becomes more immersed in the digital age—including during the current coronavirus crisis—students are increasingly utilizing technology for schoolwor
A recent working paper from NBER takes the notion of “early intervention” f
In a recent article in The Bulwark, promoting your
With more than half of states closing their schools due to the coronavirus pandemic, hundreds of thousands of parents, grandparents, and other caregivers have become de facto “home schoolers” practically overnight. Students in this situation will likely be spending a fair amount of time on screens—as a lifeline, respite, or both. We have compiled some excellent suggestions—updated several times since initial publication—for making at least some of that time educational.
If there were any doubt that the coronavirus pandemic would be disruptive to schools and families, the last few days have put that to rest.
This essay is based on the author's chapter in Mike Petrilli and Checker Finn’s new edited book, "How to Educate an American." It's a wholehearted plea for thoughtful whole-child education that offers both challenges and opportunities for policymakers and educators alike, and especially for today's many advocates of social and emotional learning.
In addition to Bill Damon’s profound essay on “purpose,” Mike’s and my new book, How to Educate an American: The Conservative Vision for Tomorrow’s Schools
Two views of social justice underly many debates in K–12 reform, and the differences between them lead to tensions and conflicts in discussions about policy and practice. One is invoked by progressives and geared toward activism and uniformity. The other is invoked by conservatives and—while also encouraging activism—is different in what it aims to accomplish.
Discussion of student discipline has, for the last several years, focused strongly on potentially discriminatory misuse of suspensions and the social
Mentoring programs connect young people with caring adults who can offer support, guidance, and even tutoring. Research indicates that such programs can be valuable for students, particularly those from disadvantaged backgrounds.
On this week’s podcast, Mike Petrilli, Checker Finn, and David Griffith discuss Mike and Checker’s new edited volume, How to Educate an American: The Conservative Vision for Tomorrow’s Schools. On the Research Minute, Amber Northern examines whether the nationwide rise in high school graduation rates is real, and whether high-stakes school accountability played a role.
At the time of writing, the new coronavirus (COVID-19) has sickened more than 90,000 people and killed more than 3,000 worldwide, mostly in China. As a result, thousands of schools in China, where the virus emerged, have moved to a distance-learning model as public health officials aim to slow the virus’s spread.
From NBC News, March 5:
The New York Times is no stranger to initiating debates over curricular content, as the release of the “1619 Project” by the New York Times Magazine last year demonstrates.
This major essay comprises one of the concluding chapters of our new book, "How to Educate an American: The Conservative Vision for Tomorrow's Schools." Levin brilliantly—and soberingly—explains what conservatives have forfeited in the quest for bipartisan education reform. He contends that future efforts by conservatives to revitalize American education must emphasize “the formation of students as human beings and citizens,” including “habituation in virtue, inculcation in tradition, [and] veneration of the high and noble.”
“When the Gods wish to punish us, they answer our prayers.” —Oscar Wilde
Everywhere you look, the science of reading is the toast of the town.
Depending on whom you ask, teacher evaluation is a vital part of helping educators grow and improve, good for some situations but not for others, or a
On this week’s podcast, Nina Rees, president and CEO of the National Alliance for Public
Bipartisanship is in tatters, and that’s a big problem for education. Yet it’s also an opportunity for conservatives to recognize that the gains made with bipartisanship’s help meant suppressing some important differences and neglecting some vital elements of schooling. It’s time to lean into those differences, understand what’s been neglected or distorted, address some troubling voids, and see if we can renegotiate terms.
Editor’s note: What follows is a reprinting of the preface to an important new book, How to Educate an American: The Conservative Vision for Tomorrow’s Schools, edited by Fordham’s Michael J. Petrilli and Chester E.
Far be it from me to claim prescience, but perhaps more folks should have paid attention last year when Rick Hess and I raised a caution about the intensifying ardor among educators for schools to embrace “social-emotional learning” (SEL):
With so many quick-fixes proposed to raise student achievement, it’s hard to tell who school reform is really for. Is it for superintendents trying to appease their school board? Is it for politicians who need to make themselves look re-electable?
On this week’s podcast, William Johnston, associate policy researcher at the RAND Corporation, joins Mike Petrilli and David Griffith to
America’s schools have ceded significant ground to trendy nostrums and policy cure-alls that do little to adequately teach young people the skills and knowledge required to realize their full potential and emerge from school as fully-functioning citizens. The latest round of dire NAEP civics and U.S. history scores underscore our continuing failure on the citizenship front.
Featuring essays by twenty leading conservative thinkers, and anchored in tradition yet looking towards tomorrow, this book should be read by anyone concerned with teaching future generations to preserve the country’s heritage, embody its universal ethic, and pursue its founding ideals.
Featuring essays by twenty leading conservative thinkers, and anchored in tradition yet looking towards tomorrow, this book should be read by anyone concerned with teaching future generations to preserve the country’s heritage, embody its universal ethic, and pursue its founding ideals.
