"Why do I have to explain my answer?" Advice for parents in the age of Common Core
By Michael J. Petrilli
By Michael J. Petrilli
By Irene Mone
By Robert Pondiscio
As students and teachers settle back into school routines, thousands of high schoolers are getting their first taste of classes that are supposed to prepare them for college. Some of them are sitting in Advanced Placement courses, while others have enrolled in district-designed advanced courses.
Politicians are wise to pay attention to public opinion data, but they are also responsible for crafting sound policies based on research and evidence.
College may not be for all, but it is the chosen path of nearly fifty thousand Ohio high school grads.
I respect Maryland Governor Larry Hogan, am glad to be a long-time citizen of his state, agree with most of his policies and priorities, and appreciate his appointing me to the State Board of Education.
Ohio’s report card release showed a slight narrowing of the “honesty gap”—the difference between the state’s own proficiency rate and proficiency rates as defined by the National Assessment of Educational Progress (NAEP).
By Andrew Scanlan
By Victoria Sears
Today, the U.S. Department of Education (USDOE) announced that it would release the $71 million Charter School Program (CSP) grant awarded to Ohio last September, but with additional restrictions attached. The letter outlines "high-risk" special conditions for how Ohio's award can be spent.
GOP presidential candidate Donald Trump recently visited Cleveland Arts and Social Sciences Academy, a charter school educating predominately minority and low-income children. I write not to comment on Mr.
By Kathryn Mullen Upton
By Robert Pondiscio
By Amber M. Northern, Ph.D.
By Chester E. Finn Jr., Bruno V. Manno, and Brandon L. Wright
By Michael J. Petrilli
There are emerging signs, as I’ve written, that Ohio’s charter law overhaul (HB 2) is working.
Last week, several of my Fordham colleagues published a fantastic fifty-state review of accountability systems and how they impact high achievers. Lamentably, they found that most states do almost nothing to hold schools accountable for the progress of their most able pupils.
During the No Child Left Behind era of education reform, now winding down, teachers, schools and districts were tacitly encouraged to focus their efforts on raising the floor rather than raising the roof on student achievement. Whether by accident, choice or neglect, high-achievers as well as those merely "above proficient" received little attention. And why should they?
Much like the typical American fourth grader, education news tends go on a ten-week vacation each June after a year of intermittently joyous, raucous, and bizarre happenings.
Two years ago, I matriculated from one of the most liberal, activist college campuses in the country. In the months leading up to graduation, I fantasized about jumping head-first into a vocation fighting for social justice. I knew that I had a passion for policy and a healthy interest in education issues (my mom is a school teacher).