Defining Strong State Accountability Systems
Fordham's latest publication asks, how can better standards get greater traction?
Fordham's latest publication asks, how can better standards get greater traction?
Paul Farhi’s smackdown of education reform and education reporting in the American Journalism Review may be inspirational to those who would march with the status quo, but it is dangerous coming from a publication that sets the standard for how newsrooms ought to conduct their affairs.
Rigorous standards and aligned assessments are vital tools for boosting education outcomes but they have little traction without strong accountability systems that attach consequences to performance. This pilot study lays out the essential features of such accountability systems, intended to add oomph to new common standards and aligned assessments.
The U.S. Supreme Court's decision a decade ago didn't end the fight over private school choice, even though it should have caused states to rethink what they so sweepingly consider “aid” to sectarian institutions.
A look back at wit and wisdom from the Fordham Institute’s blogs for the week of March 26, 2012
Wisconsin's top educator has again used his position to imply that the Badger State is throwing more money at a voucher program he once called "morally wrong."
To parse the debate swirling around digital learning’s potential and the policy challenges it poses, Fordham will host several leading lights on the subject at our D.C. office on April 19.
Alfie Kohn’s startling message on schools may be hurting America's poorest students.
Catching up on the wit and wisdom from the week of March 19, 2012
A look back at wit and wisdom from the Fordham Institute’s blogs for the week of March 12, 2012
Perhaps Rep. Miller and his allies are "conservatives" on education after all.
The Education Department’s flawed approach to equity
NCTQ Director of Teacher Preparation Studies Robert Rickenbrode explains the significance of the program described in Fordham's latest report, "Teacher Compensation Based on Effectiveness: The Harrison (CO) School District's Pay-for-Performance Plan."
Michelle Rhee and Eric Lerum of StudentsFirst analyze the Harrison School District's approach to teacher compensation.
Fordham's latest report profiles the Harrison (CO) School District's innovative pay-for-performance teacher compensation plan.
This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher and identifying all the things that demonstrate her effectiveness. This how-to guide is meant to serve as a tool and model for Ohio’s school districts.
Mike provides his take on how to approach the integration issue from a recent panel discussion co-hosted by the Century Foundation, Howard University, and the Fordham Institute
Should truant students be treated as criminals?
Here’s a quick review of what Fordham’s bloggers had to say this week.
Stop obsessing with the "tight" and start rallying around the "loose"
Catch up on the Education Department's new report on student discipline by watching last night's PBS NewsHour discussion with Checker and the University of California, Berkeley's Christopher Edley, Jr.
Mike proposes a private-sector department of education, but run much more efficiently and with higher-quality staff than the government ever could.
Watch the full video from "Weighing the Waivers: Did the Administration Get It Right on ESEA Flexibility?"
His contributions to America's vitality—and sanity—deserve to celebrated. And his absence to be mourned.
A look back at some of Fordham’s best posts for the week of February 27, 2012
Tomorrow morning, the Fordham Institute will host experts from the media, the Administration, and think tanks to answer at “Weighing the Waivers: Did the Administration Get It Right on ESEA Flexibility?”
The Hoover Institution's Eric Hanushek weighs in on variation in teacher quality between schools.