Re: Flipping Out
Checker thinks that Sam Chaltain, Rick Kahlenberg, and I are engaging in “nanny-statism” when we propose a form of “controlled choice” in strategic locations of Washington, D.C., which he likens to “forced busing&rdqu
Checker thinks that Sam Chaltain, Rick Kahlenberg, and I are engaging in “nanny-statism” when we propose a form of “controlled choice” in strategic locations of Washington, D.C., which he likens to “forced busing&rdqu
Last night, President Obama promised to use the stroke of his pen to push forward initiatives upon which Congress refuses to act. In the education realm, this is nothing new (see: conditional ESEA waivers) and generally nothing to cheer. But just this morning, the U.S.
President Obama is leaving us on the edge of our seats as to whether he will discuss certain topics in tonight's State of the Union address.
Our nation’s education crisis is not exaggerated, nor is the risk to our economic prosperity and national security.
A luminary on the importance of a sequential, content-rich curriculum.
The American Federation for Children applauds the folks over at the Thomas B. Fordham Institute for stirring up debate about academic accountability within private-school-choice programs via the release of their policy “toolkit” last week.
It’s no fun to argue with friends—at least not about serious matters—and worse to find respected colleagues slipping into error or avoiding reality.
The funny thing about eras is that it’s hard to know which one you are in until it is coming to an end. As the fighting among conservatives heats up over the Common Core, the era of standards-driven reform that has defined conservative education policy for the past three decades is brought into sharper relief.
From 2000 to 2010, the white share of the District of Columbia’s population grew from 30.8 percent to38 percent .
A brief review of EducationFirst's take on PARCC and Smarter Balanced assessments
Our slim new book Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core has three large aims. First, it pays tribute to three decades of scholarship and service to American education by E. D. (Don) Hirsch, Jr., author of Cultural Literacy (and three other prescient books on education reform) and founder of the Core Knowledge Foundation.
As the Common Core debate rages on in blogs and statehouses, educators are getting on with the business of put
Pop quiz! Which of the following statements is in the Common Core State Standards?(a) Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge.
Children cannot be truly literate without knowing about history, science, art, music, literature, civics, geography, and more. Indeed, they cannot satisfactorily comprehend what they read unless they possess the background knowledge that makes such comprehension possible.
Authorizers are crucial cogs in the charter-school system in Ohio, both before a school opens its doors and while it is under contract to operate.
Much debate on the Common Core State Standards has centered on traditional school districts, but the many changes already underway are being felt by charter schools as well.
Review of a remarkable book about a remarkable urban school defying all the odds in Dayton.
We take a look at the hubbub over Fordham's recent voucher toolkit with an Ohio insider's view.
The rumor around the water coolers in D.C. is that President Obama plans to mention the Common Core State Standards in his State of the Union Address next week—for the third year running. He should reconsider, for three reasons.First, it will feed the narrative that Common Core is, in fact, a federal takeover of public education.
Two months ago, a group of Catholic university professors signed a letter urging Catholic bishops and diocesan school leaders to reject the Common Core.
One of education reform’s best attributes is its sense of urgency about doing better for kids. This field is not one for the complacent.
A recent study examined whether gifted programs benefit students at the margin: those who barely “made the cut” for admission into a program and those who barely missed it.
In his press conference introducing Carmen Fariña as New York City’s next schools chancellor, Mayor Bill de Blasio suggested that he had picked her over several other candidates because she was on the same page with him in opposing his predecessor Michael Bloomberg’s education reforms.
Yesterday’s column by George Will condemning Common Core is a very bad sign for the standards’ advocates.
This week, we at the Thomas B. Fordham Institute released a “toolkit” for policymakers working to create or expand private-school-choice programs.