Sharon Lewis, Candace Simon, Renata Uzzell, Amanda Horwitz, and Michael Casserly, A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools (Washington, D.C.: The Council of the Great City Schools, October 2010).
Sian L. Beilock, Elizabeth A Gunderson, Gerardo Ramirez, and Susan C. LevineProceedings of the National Academy of SciencesJanuary 2010
Southern Education FoundationSeptember 2009
Ted Kolderie, Education EvolvingJanuary 2005
The Narrow, Namby-Pamby Approach ProjectEconomic Misery InstituteApril 1, 2009
Todd Zeeball Regressive Policy InstituteMarch 2006
United States Department of EducationApril 1, 2009
Weera Flotindough et al.Apt AssociatesNovember 2008
Liam Julian"The Wall Street Journal's Bill McGurn (and lots of others) wonders: What will Obama do on school choice? Now we know...." Read it here.
Lorraine Dearden, Carl Emmerson, Christine Frayne, and Costas MeghirJournal of Human ResourcesFall 2009
Macke RaymondCREDOApril 2010
Jerry P. Gollub, et al.National Academy of Science, Committee on Programs for Advanced Study of Mathematics and Science in American High SchoolsFebruary 2002
Jesse RothsteinPrinceton University and National Bureau of Economic ResearchFebruary 2010 (anticipated)
John Marks, Centre for Policy StudiesJanuary 2002
The head of the nation's largest online learning company defends his organization's record.
Mike Petrilli and AEI's Rick Hess examine the consequences of the America's focus on achievement gaps in a Washington Post Op-Ed.
Fordham's latest publication examines NAEP scores from Texas and nationwide.
Guest blogger Van Schoales offers a critical assessment of how SIG dollars are being spent in Colorado.
Maybe it's online schools, rather than teachers, that would benefit most from performance pay.
School reforms abound today, yet even the boldest and most imaginative among them have produced—at best—marginal gains in student achievement. What America needs in the twenty-first century is a far more profound version of education reform. Instead of shoveling yet more policies, programs, and practices into our current system, we must deepen our understanding of the obstacles to reform that are posed by existing structures, governance arrangements, and power relationships. Yet few education reformers—or public officials—have been willing to delve into this touchy territory.
Leaders from five cutting-edge states battled for the honor of "Reformiest State 2011." This Fordham Institute panel pitted Florida, Illinois, Indiana, Ohio, and Wisconsin against one another. The winner, Indiana, was determined by a vote of the in-person and online audience.
There has been much heated debate this year over bold changes that affect teachers, including dialing back pensions and union rights. These matters were candidly discussed by two high-visibility national education leaders who don't always agree: Randi Weingarten, president of the American Federation of Teachers and Frederick M. Hess, director of Education Policy Studies at the American Enterprise Institute. Which issues do we actually disagree about? Can we do so in ways that illumine rather than obscure? Our two panelists will prove that it's possible. Watch this lively conversation, moderated by Fordham's ever-lively Michael Petrilli.
On the ten-year anniversary of the 9/11, teachers are looking for advice on how to teach about the attacks. Unfortunately, much of the curricular content available focuses on the wrong things. Checker Finn discusses what teachers should be teaching based on Fordham's new report, Teaching about 9/11 in 2011: What Children Need to Know.
Presented by the Nord Family Foundation, Ohio Grantmakers Forum, and Thomas B. Fordham Institute, with the ESC of Central Ohio and Public Performance Partners, this is a free, non-partisan event to help local government administrators -- from county commissioners and city managers to school district superintendents -- think differently about how they operate, and learn tangible strategies for sharing services and saving money.
A trio of recent studies and articles raises troubling questions about America's "Achievement-Gap Mania." Are we leaving our highest performing students behind in the quest to raise the test scores of students at the bottom? If so, what will this mean for our future international competitiveness? Learn about the recent studies--Fordham's Do High Flyers Maintain their Altitude? and the George W. Bush Institute's Global Report Card?as well as Frederick M. Hess's new National Affairs essay, "Our Achievement-Gap Mania." And join a conversation about whether our focus on raising the bottom is blinding us to trouble at the top. View the event page for more details.
Fordham's study, "Do High Flyers Maintain Their Altitude? Performance Trends of Top Students," is the first to examine the performance of America's highest-achieving children over time at the individual-student level. Produced in partnership with the Northwest Evaluation Association, it finds that many high-achieving students struggle to maintain their elite performance over the years and often fail to improve their reading ability at the same rate as their average and below-average classmates. The study raises troubling questions: Is our obsession with closing achievement gaps and "leaving no child behind" coming at the expense of our "talented tenth"?and America's future international competitiveness?
