Aligning K-12 and postsecondary career pathways with workforce needs
State efforts are uneven, but some are on the right track. Stephan Shehy
State efforts are uneven, but some are on the right track. Stephan Shehy
There’s a glaring weakness in merit pay systems, but we can strengthen them. Damien Schuster
CREDO’s latest charter school study paints a grim portrait of America’s e-schools. Chad Aldis and Jamie Davies O’Leary
Pell grants for dual college enrollment and Nevada’s early returns on education savings accounts.
Create orderly, challenging environments where high-achieving but disadvantaged students can learn. Michael J. Petrilli
In The Atlantic this week, Carly Berwick praised Germany for raising its nationwide test scores while simultaneously reducing educational inequality. That’s no small feat—and one well worthy of recognition and accolades.
Editor's note: This post is the second entry of a three-part series on Race to the Top's legacy and the federal role in education. You can read the first entry here and the final entry here.
New York is leaving too many gifted children behind. Scads of K–3 students in low-income neighborhoods aren’t even taking entrance exams for gifted programs. Four of the city’s 32 school districts don’t even have programs for gifted students, and many that do aren’t getting the word out.
Last week, in the wake of President Obama’s pledge to reduce the amount of time students spend taking tests, my colleagues Robert Pondiscio and Michael Petrilli weighed in with dueling stances on the current state of testing and accountability in America’s schools. Both made valid points, but neither got it exactly right, so let me add a few points to the conversation.
What if federal aid for college students were focused exclusively on those who are truly ready for college? What if we stopped subsidizing remedial courses on campuses and insisted that students pursuing higher learning be prepared for college-level courses (none too strenuous nowadays in many places)?