Some state charter school laws create the opportunity to open schools specifically for students with disabilities. Such schools may appeal to families who have not experienced success in their local public school and who simply cannot afford to wait for the reality of inclusion to catch up with the ideal.
On this week’s podcast Chester E. Finn, Jr., Chad Aldis, and David Griffith discuss whether we’ve reached the “end of education policy.” On the Research Minute, Amber Northern examines how same-race teachers affect students’ long-term educational outcomes.
School choice can only thrive when families are well-informed about their options. Unfortunately, good information about different schools in a district can be hard to come by, and even when it is accessible, how it is presented and the level of detail provided can heavily influence the decisions parents make.
Among postsecondary students who began their studies in 2003–04, 68 percent of those at public two-year colleges and 40 percent at public four-year colleges took at least one remedial course during their enrollment between 2003 and 2009. Of course, we’d prefer that students not need remediation in the first place.
Critics of standardized testing say scores merely reflect family income and other factors beyond schools’ control—while also narrowing the curriculum and warping instruction. Still, the tests have value, and there’s much more that schools could do to address the inequities they reveal.
Last week, the Twin Cities was the epicenter of gifted education policy and practice as Minneapolis hosted the sixty-fifth NAGC Annual Convention. The convention provided a time for reflection about how Minnesota and the nation fare in supporting the needs of advanced students—and what we can do better.
Last week, I argued that the education-policy field has reached a state of homeostasis, “characterized by clearer and fairer but lighter touch accountability systems; the incremental growth of school choice options for families; but no appetite for big and bold new initiatives.” This “end of policy,” as I called it, won
Last week, we at the Center on Reinventing Public Education celebrated our twenty-fifth anniversary by hosting a convening of practitioners, advocates, and researchers to take stock of where our education system stands, and how it must change to prepare every child for a future where change will be the one certain constant.
A recent report published by the United States Census Bureau uses survey responses on parental interaction, school engagement, and extracurricular activities to give insight into the educational outcomes of America’s children. The report offers a sobering glimpse of how parental interactions with children dominate education outcomes.
When West Virginia teachers walked out on strike this February, education received a lot of attention in the national news media. Reports on strikes around the country over the next few months provided some unusually vivid insight into the way reporters think, talk, and write about education. Frederick M.
For the first three weeks of the year, Erin Woods did not say a word to her students during precalculus class, and they were furious. She was their tutor last year, and they knew she was great at Math, so why would she not help them? In fact, she was under strict orders from me to observe and observe only.
You’ve seen plenty of comments and speculations on what last week’s election means
Almost thirty years ago, in February 1989, the political scientist Francis Fukuyama gave a talk that was later turned into an article that was later turned into a book, with the provocative title, “The End of History?” With the collapse of the Soviet Union and the end of the Cold War, western-style liberalism had triumphed over Communism, and had already fended off Fascism.
On this week’s podcast, Erin Lockett, a senior policy analyst at the Foundation for Excellence in Education, joins Mike Petrilli and David Griffith to discuss her organization’s recent report on access to rigorous coursework in high school. On the Research Minute, Amber Northern examines the effects of a free-college initiative on graduation rates in New Mexico.
In September, the U.S. Department of Education (ED) awarded grants in four of the six Charter Schools Programs (CSP): State Entities, Developers, Credit Enhancement, and Dissemination.
Recently I contributed a piece to Education Week, “Why Doesn't Every Teacher Know the Research on Reading Instruction?” My intention was to support and even broaden the important national conversation about reading instruction that was spawned by Emily Hanford’s “Hard Words
Fasten your seatbelts, education fans. Now that the 2018 midterms are in the books, all sorts of posturing and proceedings lay ahead.
Join the Thomas B. Fordham Institute on November 8, as we present the findings of Fordham’s latest study, Grade Inflation in North Carolina’s High Schools, and a panel of experts discusses the causes and consequences of inflated grades and possible policy solutions
On this week’s podcast, Andy Rotherham, co-founder and partner at Bellwether Education Partners, joins Mike Petrilli and David Griffith to discuss the midterms’ effects on education policy. On the Research Minute, Amber Northern examines how voucher regulations impact program participation and school quality.
The results are in, and this time the polls were mostly right: The Republicans lost the House but strengthened their control of the Senate, setting the stage for a new chapter in our country’s uncivil war. At the state level, the Blue Ripple gave Democrats gubernatorial victories in Illinois, Michigan, and Wisconsin, though it wasn’t enough to flip Florida or Ohio.
When it comes to using data to enact meaningful changes at the school level, few of us know where to begin. That’s why the University of Chicago Consortium on School Research (UChicago Consortium) just published a new report based on its own experiences translating research to the classroom.
Test-based retention policies require students to repeat a grade if they do not meet a minimum level of academic performance on, you guessed it, a test.
This summer, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act into law. The legislation, often referred to as Perkins V, is the long-awaited reauthorization of the Carl D.
The distinguished Stanford education historian David F. Labaree recently published a perceptive, provocative essay in the Kappan that I found myself nodding in agreement with about three-quarters of the time and shaking my head the other quarter.
Research tells us what works to serve gifted and talented students, including how best to identify these students and how to use acceleration strategies appropriately.
After Hurricane Katrina, charter schools became the dominant system in New Orleans, as city dwellings were destroyed by water and the school system was devastated by corruption.
On this week’s podcast, Russ Whitehurst, a senior fellow at the Brookings Institution, and founding director of the Institute of Education Sciences, joins Mike Petrilli and David Griffith to discuss early childhood education and whether we expect too much from it. On the Research Minute, Amber Northern examines an alternative approach to remedial education in Tennessee.
A recent RAND report examines how math and English language arts teachers’ use of instructional materials and knowledge of state standards and standards-aligned practices have changed during the Common Core era.
Last Saturday was cold, grey, and dismal in Philadelphia. I spent the day warming my soul inside a Jesuit high school among a disparate group of teachers, researchers, academics, and school leaders at a ResearchED conference, the fourth one held in the United States. If you’re not familiar with ResearchEd—and I’d wager you’re not—allow me to introduce you.
