After roughly a year of presidential politicking during which education has been given short shrift, two primary debates over the past few days have restored the issue to news cycle relevance. Both were held in troubled Michigan cities in advance of today’s crucial primary.
The "ratings bubble" bursts for Ohio’s schools and districts
Editor’s note: This is the last in a series of blog posts that takes 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.
Editor’s note: This is the fifth in a series of blog posts that takes 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.
In this week’s podcast, Joel Rose of New Classrooms joins Mike Petrilli to discuss how technology makes “differentiation” doable, non-cognitive skills under ESSA, and the future of Success Academies in New York City. In the Research Minute, Amber Northern examines how teacher reforms have affected teacher effectiveness.
By Jamie Davies O’Leary
If you’re at all interested in Washington, D.C. schools, you should read this excellent report by David Osborne. It serves as a quick and comprehensive history lesson on the city’s last two decades of reform.
Talk is cheap.For decades, elected officials, education leaders, and others have consumed much oxygen talking about the challenges facing our nation from countries doing a much better job developing their academic talent.Despite this the reality is that we have largely failed to address this concern as many of our most talented children are being overlooked and uncultivated.
On the campaign trail, Senator Ted Cruz reliably wins applause with a call to "repeal every word of Common Core." It's a promise he will be hard-pressed to keep should he find himself in the White House next January.
Any teacher worth his salt can recognize that there are differences among students that must be taken into account in the classroom. Why, then, can’t we acknowledge that the same is true for teachers?
Editor's note: This letter appeared in the 2015 Thomas B. Fordham Institute Annual Report. To learn more, download the report. Dear Fordham Friends,
Editor's note: This post was first published on Flypaper on May 4, 2015.
Editor's note: This post was first published on Flypaper on April 27, 2015.
Editor's note: This post was first published on Flypaper on April 29, 2015.
Editor's note: This post was first published on Flypaper on July 21, 2015.
Editor's note: This post was first published on Flypaper on May 5, 2015.
If you take an interest in the intersection of American education and law, the news this month has clearly been dominated by one story: The death of Antonin Scalia has transformed the ideological complexion of the Supreme Court during
School ratings decline due to rising academic standards but a more accurate depiction of college and career readiness emerges
The Spring 2016 issue of Education Next is dedicated to revisiting on its 50th anniversary James S. Coleman’s 1966 report “Equality of Educational Opportunity” better known as the Coleman Report.
In this week's podcast, Mike Petrilli and Robert Pondiscio discuss the jump in Los Angeles’s high school graduation rate, literacy in the era of ESSA, and why community colleges shouldn’t admit ill-prepared students. In the Research Minute, Amber Northern explains how Louisiana’s scholarship program has affected students.
Rural school districts face many of the same challenges as their urban counterparts: lots of students living in poverty, low college-attainment rates among parents, high and growing numbers of ELL students, and diffi
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.
