Announcing the Fordham Institute's third annual Wonkathon. This year's topic: ESSA and parental choice
In 2014, we hosted our first-ever Wonkathon, which was dedicated to the subject of charter school policy.
In 2014, we hosted our first-ever Wonkathon, which was dedicated to the subject of charter school policy.
The whole point of the Every Student Succeeds Act was to revert financial and regulatory authority back to states after No Child Left Behind’s era of federal supremacy.
Are we ready to expand career and technical education offerings as the next frontier in education policy?
By Michael J. Petrilli
On Tuesday, April 12, 2016, the U.S. Senate Committee on Health, Education, Labor and Pensions held a full committee hearing titled “ESSA Implementation in States and School Districts: Perspectives from the U.S. Secretary of Education,” the first of a series of oversight hearings on the Every Student Succeeds Act (ESSA).
Credit recovery is education’s Faustian pact. We remain not very good at raising most students to respectable standards. But neither can we refuse to graduate boxcar numbers of kids who don’t measure up.
By Jonathan Plucker, Ph.D. and Brandon Wright
Princeton University announced last week that it would preserve the name of Woodrow Wilson on several buildings and programs, though it had plenty of reasons to do otherwise.
By Jamie Davies O’Leary
By Darien Wynn
It should be great news: Graduation rates for Minnesota’s black and Hispanic students—which have long lagged the rate for white students—are on the rise.But how much do these new graduates actually know? What skills have they mastered? In other words, what is their high school diploma really worth?
By David Griffith
By Robert Pondiscio
By Michael J. Petrilli
By Robert Pondiscio
By Michael J. Petrilli
By Jeff Murray
The goal of gifted programs should reflect that of any other educational program: to engage students with appropriately challenging curricula and instruction on a daily basis and in all relevant content areas so that they can make continual academic growth.
By Lisa Hansel and Robert Pondiscio
Over the past decade, Tennessee has seen steady growth in math, science, and social studies scores. Those gains have been accompanied, as in many states, by rising high school graduation rates. But all is not well in the Volunteer State.
Thanks to No Child Left Behind and its antecedents, American education has focused in recent decades on ensuring that all children, especially those from poor and minority backgrounds, attain a minimum level of academic achievement.
For some, the ivory tower of academia is “ivory” in more ways than one.
Way back in the days of NCLB, testing often existed in a vacuum.
If you care about state education policy and/or the new federal education law, you ought to spend some time doing three things. First, consider how the performance of schools (and networks of schools) needs to be assessed.
On February 2, I had the privilege of being a judge for the Fordham Institute’s ESSA Accountability Design Competition. It’s widely known that I’m a fan of using competition to drive policy innovation, and this competition did not disappoint.
I walked away from Fordham’s School Accountability Design Competition last Tuesday pleasantly surprised—not only at the variety of fresh thinking on accountability, but also at how few submissions actually triggered the “I think that’s illegal” response. I left encouraged at the possibilities for the future.