Governor Markell's school choice column gets lost in the mail
We’ve learned a lot since 2001. Andy Smarick
We’ve learned a lot since 2001. Andy Smarick
States shouldn’t sugarcoat the bad news when reporting Common Core test results to parents. Chester E. Finn, Jr.
A new AEI report raises the right questions—and promulgates some of the wrong answers. Kathryn Mullen Upton
Advocates hoped Common Core would incentivize good new curriculum. It’s happening. Kathleen Porter-Magee and Victoria Sears
Since we at Fordham began reviewing state academic standards in 1997, we have understood—and made clear—that standards alone are insufficient to drive improvements in student achievement.
The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers’ claims, there is a dearth of programs that are truly aligned to the demands of the Common Core for content and rigor.
Editor's note: This post has been updated to include the entirety of "Knowledge is literacy."
Last week, Fordham hosted Robert Putnam for a discussion of his new book Our Kids: The American Dream in Crisis, which argues that a growing opportunity gap is leaving many American children behind.
Leaders of high-performing schools address charter law reform efforts
Editor's note: This post originally appeared in a slightly different form on Sherman Dorn's blog.
In 2007, the Thomas B. Fordham Institute published what was probably the most influential study in our eighteen-year history: The Proficiency Illusion.
On Tuesday, Georgetown University hosted President Obama, Harvard public policy professor Robert Putnam, and American Enterprise Institute president Arthur Brooks for a talk about poverty and opportunity.
Revealing the "honesty gap"
Last Friday, I was sworn in as a member of the Maryland State Board of Education.
The Harvard political scientist discusses his new book and how education reform can help disadvantaged kids.
As a former math teacher, I endorse this delightful, useful book. Dominique Coote
For Nashville charters, funding disparities endanger progress. Kevin Mahnken
On May 13, Fordham President Michael J. Petrilli delivered testimony before a Pennsylvania State Senate committee. These were his remarks.
Like the previous nine, this tenth in NIEER’s annual series suffers from a woeful definition of preschool “quality.” Chester E. Finn, Jr.
When bad schools close, families usually get something better.That’s what the Thomas B. Fordham Institute asserts in its April 2015 study School Closures and Student Achievement, using new research conducted in both traditional and charter public schools located in Ohio’s large urban school districts.
Test refusals may force reformers to rethink their priorities. Robert Pondiscio
Editor's note: On May 6, Fordham contributor Andy Smarick delivered testimony before an Ohio education subcommittee on Senate Bill 148, a critical piece of legislation that would help clean up
Ideas on how to fix troublesome teacher turnover rates. David Griffith
A picture is emerging of the next generation of teachers. It’s not pretty. Amber M. Northern, Ph.D.
A useful but imperfect book from an education policy legend. Chester E. Finn, Jr.
Rewarding parents who make informed decisions. Matthew Levey