Exponential Growth, Unexpected Challenges: How Teach For America Grew in Scale and Impact
Alyssa SchwenkTFA’s hard work and honorable open-mindedness. Alyssa Schwenk
Dual enrollment course content and instructor quality
Michael BrickmanThe pros and cons of college courses in high school. Michael Brickman
Kids in Crisis, Cobwebs in Classrooms
Amber M. Northern, Ph.D.Put empty Milwaukee school buildings to use for kids who desperately need them. Amber M. Northern, Ph.D.
The central problem with Jason Riley's argument
Michael J. PetrilliWe at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
ESEA testing proposals in one picture
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
One size fits most, even in the suburbs
Michael J. PetrilliSome progressive parents will never embrace Common Core. And that’s OK. Michael J. Petrilli
Who needs data? Carmen Farina knows best
Marcus A. WintersFor advocates of evidence-based urban education policy, a recent New York Times profile of New York City Schools’ Chancellor Carmen Fariña should offer serious cause for concern.
School Improvement Grants: Progress Report from America’s Great City Schools
David GriffithTurnaround advocates have little to celebrate. David Griffith
Is Common Core too hard for kindergarten?
Robert PondiscioThere’s no such thing as too much, too soon in reading. Robert Pondiscio
Doug Lemov reveals his secrets
Kathleen Porter-MageeEditor's note: These remarks were delivered as an introduction to Doug Lemov's February 10 panel discussion at the Fordham Institute.
What "Humans of New York" should teach education reformers
Data warm wonks’ hearts. But stories win hearts and minds.
Teacher evaluations: Uncle Sam, exit stage left
The biography of teacher evaluation’s time in federal policy might be titled Portentous, Polarizing, and Passing.
Teacher evaluation gone wrong
Brandon L. WrightStudent learning gains ought to be a component of teacher evaluations. Measures such as value added are a useful and important complement to classroom observations. But not all models are created equal, as illustrated by a new lawsuit in Tennessee that reveals a rather preposterous policy.
The future of school accountability
Chester E. Finn, Jr.Recent days have brought several thoughtful commentaries on results-based accountability in K-12 education, why it’s important, what it’s accom
Common Core: Lessons learned from a year of debate
Jessica PoinerRevisiting the Common Core debate in Ohio
Comparing Student Attrition Rates at Charter Schools and Nearby Traditional Public Schools
Jeff MurrayBusting myths, but not much to cheer about
NCLB accountability is dead; long live ESEA testing
Chester E. Finn, Jr.It’s fascinating—and telling—how rapidly the zillion issues tucked away in the Elementary and Secondary Education Act have been distilled down to arguments about testing.
Understanding the federal accountability spectra
Over the last couple of months, the ESEA reauthorization discussion has focused on testing. But that’s just one part of the accountability conversation.
New and Better Schools: The Supply Side of School Choice
Michelle LernerJust being different doesn’t make it better. Michelle Lerner
The Test: Why Our Schools are Obsessed with Standardized Testing–But You Don’t Have to Be
Robert PondiscioA new anti-testing book will mostly test your patience. Robert Pondiscio