Commentary
Late Bell: October 27, 2014
THANKS OBAMAMany observers found Secretary of Education Arne Duncan’s recent admonishment of testing to be a puzzling change of direction.
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Commentary
Late Bell: October 24, 2014
MORE ON INSTITUTIONAL FAILURE AT UNCContinuing their terrific coverage of
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Using Financial Data to Support Student Success
It’s hard to make informed decisions peering through murky water. Ellen Alpaugh
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Chaos for Dual Language Learners and The Learning for English Academic Proficiency and Success Act
A call for common procedures. Megan Lail
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The Relative Costs of New York City's New Small Public High Schools of Choice
A growing body of evidence suggests the “small schools” movement was a big success. Amber M. Northern
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The shock of the new
[Editor’s note: This is the sixth in a series of personal reflections on the current state of education reform and contemporary conservatism by Andy Smarick, a Bernard Lee Schwartz senior policy fellow with the Thomas B.
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Late Bell: October 21, 2014
CUOMO SLOW-WALKING COMMON CORENew York Governor Andrew Cuomo’s reelection campaign has been tough on his Republican opponent, and now it&
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Late Bell: October 20, 2014
EDUCATION SNAPSHOTFederally owned schools located on Native American reservations, which serve about 48,000 students nationally, face extreme poverty and lack of resources; they are also marked by low performance scor
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Accountability & Testing
Ten things to know about the CCSSO-CGCS testing plan
On Wednesday, CCSSO (the organization of state superintendents) joined with CGCS (the organization of big urban school districts) to announce joint plans to reassess and scale back testing programs.
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The twenty-five richest elementary schools in the richest region of the country
There are many fascinating pieces of information you can gleam from the Fordham Institute’s new Metro D.C.
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Can Reading Comprehension Be Taught?
Not really. Here’s how to make better use of instructional time. Robert Pondiscio
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Is it Worth It? Postsecondary Education and Labor Market Outcomes for the Disadvantaged
A poor start makes for a tough finish. Amber M. Northern, Ph.D.
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The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina.
More evidence that NCLB worked. Victoria Sears and John Elkins
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BRIEFLY NOTED: Landlords that moonlight as EMOs...and more
The Columbus Dispatch recently reported that Imagine Schools, a large charter-management company, has a number of schools in the Columbus area that are spending what appear to be excessive amounts of their st
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Charter Schools
D.C. school spending: Don't forget to read the fine print
The Thomas B. Fordham Institute’s Metro D.C. School Spending Explorer offers the public a great resource by sharing data on public school spending (at the school level) across the District.
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Accountability & Testing, Curriculum & Instruction, Standards
Let's tell the truth: High-stakes tests damage reading instruction
Accountability works. But not in reading, which isn’t a subject or a skill. Robert Pondiscio
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NEW from Fordham: Metro D.C. School Spending Explorer
The Thomas B. Fordham Institute set out to answer a basic (yet complicated) question: how much does each school in the D.C. metro area spend for each student it enrolls? In the Metro D.C. School Spending Explorer, we found that there are differences in spending within the same district.
Commentary
Which Washington-area system does best at funding its neediest schools?
Here’s a hint: It’s not Prince George’s County. Michael J. Petrilli and Matt Richmond
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School Finance
Metro D.C. School Spending Explorer
The Thomas B. Fordham Institute set out to answer a basic (yet complicated) question: how much does each school in the D.C. metro area spend on day-to-day operations for each student it enrolls? In the Metro D.C.
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Standards, Curriculum & Instruction
What's right about Common Core
I confess I’m somewhat bewildered by the passionate arguments over the Common Core State Standards. Getting in high dudgeon about K–12 learning standards, which say almost nothing about what kids do in school all day, makes no more sense to me than getting apoplectic about food-handling procedures, which I seldom think about when pushing my cart through the grocery store.
