What the election results mean for schools
Fasten your seatbelts, education fans. Now that the 2018 midterms are in the books, all sorts of posturing and proceedings lay ahead.
Fasten your seatbelts, education fans. Now that the 2018 midterms are in the books, all sorts of posturing and proceedings lay ahead.
Join the Thomas B. Fordham Institute on November 8, as we present the findings of Fordham’s latest study, Grade Inflation in North Carolina’s High Schools, and a panel of experts discusses the causes and consequences of inflated grades and possible policy solutions
On this week’s podcast, Andy Rotherham, co-founder and partner at Bellwether Education Partners, joins Mike Petrilli and David Griffith to discuss the midterms’ effects on education policy. On the Research Minute, Amber Northern examines how voucher regulations impact program participation and school quality.
The results are in, and this time the polls were mostly right: The Republicans lost the House but strengthened their control of the Senate, setting the stage for a new chapter in our country’s uncivil war. At the state level, the Blue Ripple gave Democrats gubernatorial victories in Illinois, Michigan, and Wisconsin, though it wasn’t enough to flip Florida or Ohio.
When it comes to using data to enact meaningful changes at the school level, few of us know where to begin. That’s why the University of Chicago Consortium on School Research (UChicago Consortium) just published a new report based on its own experiences translating research to the classroom.
Test-based retention policies require students to repeat a grade if they do not meet a minimum level of academic performance on, you guessed it, a test.
This summer, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act into law. The legislation, often referred to as Perkins V, is the long-awaited reauthorization of the Carl D.
The distinguished Stanford education historian David F. Labaree recently published a perceptive, provocative essay in the Kappan that I found myself nodding in agreement with about three-quarters of the time and shaking my head the other quarter.
Research tells us what works to serve gifted and talented students, including how best to identify these students and how to use acceleration strategies appropriately.
After Hurricane Katrina, charter schools became the dominant system in New Orleans, as city dwellings were destroyed by water and the school system was devastated by corruption.