Common Core and America's High-Achieving Students
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
This post originally appeared in a slightly different form at Psychology Today.
For the first time since No Child Left Behind became law in 2002, the Elementary and Secondary Education Act (ESEA) stands a real chance to be reauthorized by Congress. It’s been at least seven years since it was supposed to be re-upped, and it’s overdue for some changes.
Followers of Fordham’s work know that we are obsessed with charter school quality, both nationally and in our home state of Ohio. We are also a charter school authorizer, responsible for overseeing a portfolio of eleven schools in the Buckeye State—a job we take very seriously.
Recent research has shown that it may be more difficult for teachers of students with certain background characteristics (i.e., low achieving, poor, minority) to score highly on teacher observations.
TFA’s hard work and honorable open-mindedness. Alyssa Schwenk
The pros and cons of college courses in high school. Michael Brickman
Put empty Milwaukee school buildings to use for kids who desperately need them. Amber M. Northern, Ph.D.
We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
Some progressive parents will never embrace Common Core. And that’s OK. Michael J. Petrilli
For advocates of evidence-based urban education policy, a recent New York Times profile of New York City Schools’ Chancellor Carmen Fariña should offer serious cause for concern.
Turnaround advocates have little to celebrate. David Griffith
There’s no such thing as too much, too soon in reading. Robert Pondiscio
Editor's note: These remarks were delivered as an introduction to Doug Lemov's February 10 panel discussion at the Fordham Institute.
Data warm wonks’ hearts. But stories win hearts and minds.
The biography of teacher evaluation’s time in federal policy might be titled Portentous, Polarizing, and Passing.
Student learning gains ought to be a component of teacher evaluations. Measures such as value added are a useful and important complement to classroom observations. But not all models are created equal, as illustrated by a new lawsuit in Tennessee that reveals a rather preposterous policy.
Recent days have brought several thoughtful commentaries on results-based accountability in K-12 education, why it’s important, what it’s accom
Revisiting the Common Core debate in Ohio
Busting myths, but not much to cheer about