The effects of school voucher programs on student's criminal activity
Andrew ScanlanBy Andrew Scanlan
Implementing the Every Student Succeeds Act toward a coherent, aligned assessment system
Jessica PoinerWay back in the days of NCLB, testing often existed in a vacuum.
Mardi Gras for Common Core
Kevin MahnkenOver the years, students have resorted to all kinds of chicanery as a means of concealing bad grades from their parents. Intercepting report cards in the mail has long been a reliable standby, along with the artful application of X-Acto knives, whiteout, and copy machines.
New Common Core assessments measure the most important content in the standards
Morgan PolikoffBy Morgan Polikoff
School policies have gotten smarter in the decade after No Child Left Behind
Michael J. Petrilli, Chester E. Finn, Jr.By Michael J. Petrilli and Chester E. Finn, Jr.
Steering and rowing in the age of ESSA
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.
Fictionalizing education reform
Chester E. Finn, Jr.Reformers always face backlash, no matter the realm. People and institutions, structures and routines, budgets and staffing arrangements—all are tailored for the status quo. Indeed, they define the status quo, and myriad interests are then enmeshed in keeping things the way they’ve always been.
ESSA Accountability Design Competition: My big takeaways
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.
Designing accountability systems to avoid NCLB-era mistakes
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.
States: Don’t leave K–3 accountability behind under ESSA
Elliot RegensteinThe Fordham Institute’s recent accountability design competition put a lot of great ideas on the table.
Testing the tests: A better lens
Editor’s note: This is the first in a series of blog posts that will take a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
Evaluating the Content and Quality of Next Generation Assessments: A Preview
Amber M. Northern, Ph.D., Michael J. PetrilliBy Amber M. Northern and Michael J. Petrilli
Top #ESSADesign proposals: Chris Hoffman et al., Teach Plus Teaching Policy Fellows, Teach Plus
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Ronald F. Ferguson, Harvard University and Tripod Education Partners, Inc.
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Fostering equitable access to gifted services for English language learners through a balance of measures and program options
Despite English language learners being the fastest growing population of students in the United States, their representation in gifted and talented education continues to lag behind all other types of learners, including other underserved populations. This raises an important challenge for equity and merits attention.In The Beginning
Top #ESSADesign proposals: Richard J. Wenning, BeFoundation and SpreadMusicNow
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability f
Top #ESSADesign proposals: Jennifer Vranek et al., Education First
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Morgan Polikoff, Matthew Duque, and Stephani Wrabel, University of Southern California and Baltimore County Public Schools
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Lydia Burns et al., Student Voice Team, Prichard Committee for Academic Excellence
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Check out our latest event video: Lessons from Ohio’s best charter schools
Ohio Education GadflyWhat can we learn from the leaders of Ohio’s high-quality charter schools?
Quality in Adversity report foreword
Aaron Churchill , Chad L. AldisRaising the voices of charter school leaders
Top #ESSADesign proposals: Josh Boots, EmpowerK12
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
How should states measure school success?
Most of today’s K–12 accountability systems are, themselves, persistently underperforming. One of the big problems is that they lean so heavily on student scores from reading and math tests. Even if the system uses growth measures in addition to proficiency, those growth scores are also typically based on reading and math tests.
Top #ESSADesign proposals: Sherman Dorn, Arizona State University
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame