Our latest report, "Tracking and Detracking: High Achievers in Massachusetts Middle Schools ," analyzes the implications of tracking, or grouping students i
As a charter school sponsor (authorizer), Fordham submits an accountability report to the Ohio Department of Education at the end of November each year. The report includes profiles of each Fordham-sponsored school, as well as graphics comparing the achievement data of our schools, their home districts, and statewide averages. You'll also find pertinent information on Ohio charter school spending over the last decade, and in the introduction, a timely analysis of the political and legislative environment impacting Ohio charters in 2008-09 that explains why the title, "Seeking Quality in the Face of Adversity," is befitting.
A week ago, I posted this in response to Secretary Duncan's speech about education schools at Teachers College. Over the course of several days, there were 11 comments posted that, when printed out, clocked in at 20 pages (single spaced, mind you).
Whew, I just finished reading Secretary Duncan's??meaty address to the faculty and students at Teachers College at Columbia University.
Expert reviewers appraise the Common Core drafts -- which outline college and career readiness standards in reading, writing, speaking and listening, and in math -- and also evaluate the reading/writing and math frameworks that undergird the National Assessment of Educational Progress (NAEP), the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Achievement (PISA). How strong are these well-known models?
The Fordham Institute's newest report???-Stars By Which to Navigate? Scanning National and International Education Standards in 2009--reviews the ???Common Core???
The worst education idea of the year turns out not to be a new idea at all. "Unschooling" has roots in Rousseau, in Summerhill, in John Holt and Ivan Illich and any number of other progressive/romantic/libertarian nihilists.
Whether the United States should embrace national standards and tests is perhaps today's hottest education issue. For guidance in addressing it, this report looks beyond our borders. How have other countries navigated these turbid waters? What can we learn from them? Expert analysts examined national standards and testing in Brazil, Canada, China, France, Germany, India, the Netherlands, Russia, Singapore and South Korea.
David Whitman, fresh off of being honored by the American Independent Writers, has now done an interview with EducationNews.org about his book, Sweating the Small Stuff: Inner-City S
Voucher opponents often argue that it's unfair to hold public schools accountable for results under the No Child Left Behind Act and various state rules while allowing private schools that participate in school voucher programs to receive taxpayer dollars without similar accountability. In pursuit of a reasonable middle ground, we sought the advice of twenty experts in the school-choice world. This paper presents their thoughts and opinions, as well as Fordham's own ideas.
In this study of the No Child Left Behind Act system and Adequate Yearly Progress (AYP) rules for 28 states, we selected 36 real schools that vary by size, achievement, diversity, etc. and determined which ones would or would not make AYP when evaluated under each state's accountability rules. If a school that made AYP in Washington were relocated to Ohio, would it still make AYP?
