Fordham’s Education 20/20 speaker series kicks off the New Year with a bang on January 9th as we bring you another double header.
On this week’s podcast, Ashley Berner, assistant professor and deputy director of the Institute for Education Policy at Johns Hopkins, joins David Griffith and Adam Tyner to discuss pluralism in American education. On the Research Minute, Amber Northern examines the latest data on school spending, as well as high school dropout and completion rates from the Institute of Education Sciences.
No, this has naught to do with the next election. It’s about an immediate target here at Fordham: to generate and publish some fresh thinking, mostly from prominent conservatives and other sensible folk, about the future direction of American education.
Natalie Wexler is a name you should know, if you don’t already.
In education, 2018 brought some worthy new beginnings. Policymakers, wonks, and teachers alike realized that large-scale education reform is waning, and that a renewed focus on instruction and practice is needed.
Prior survey studies have found that providing adults with accurate information can alter their perceptions or actions.
One of America’s wealthiest jurisdictions, Montgomery County, Maryland, is experiencing rapid demographic changes. The D.C. suburb’s Latino population has nearly doubled since 2000, and now comprises almost 40 percent of Montgomery County Public Schools (MCPS) students.
2018 revealed that the education-reform gas tank was empty. This turned out, however, to be not such a big deal because the “movement” didn’t have a destination in mind either. So the travelers pulled over, jumped out of the car, and yelled at one another as the rest of the world passed by.
The year-end wind-down means new legislative sessions are just around the corner. From early childhood and teacher pay to funding formulas and career readiness, there are many fights to be had, and advocates will invariably end up duking it out over their share from states’ coffers.
It’s easy for those of us who opine on education to think about—and talk about—school choice as a policy, a concept, and an issue worth pushing in Washington and state legislatures. But school choice is really about parents, children, and the very personal stories that drive people to look beyond their traditional neighborhood public schools.
In a recent commentary on this blog, I expressed concern regarding the growth of specialized charter schools: that is, schools designed solely or primarily to educate students with disabilities.
If we are going to take advantage of the End of Education Policy, and usher in a Golden Age of Educational Practice, we need our field to start taking rigorous evidence much more seriously.
Recent weeks have seen multiple efforts to declare and prove that the United States has entered a post-policy era, complete with multiple references to Francis Fukuyama’s famous 1992 book, The End of History and the Last Man.
I owe Education Gadfly readers an apology. Dylan Wiliam’s excellent and eminently sensible book was published nine months ago and has been sitting on my desk since then. Don’t make the same mistake I did. Creating the Schools Our Children Need deserves your immediate attention.
A recent Pew Research study found that by 2016, half of all Millennial women—those born between 1981 and 1996—were mothers.
In April, we published a report by Andrew Saultz and colleagues—along with an interactive website—that mapped the locations of “charter school deserts” across the country.
On this week’s podcast, Lindsey Rust, National Director of Implementation for the American Federation of Children, joins Mike Petrilli and David Griffith to discuss whether private schools serve as oases in charter school deserts. On the Research Minute, Amber Northern examines whether parents’ aspirations for their children to go to college someday are affected by receiving new information on the cost, and returns, on completing post-secondary education.
Last April, we published a report by Andrew Saultz and colleagues highlighting “charter school deserts” across the country, or high poverty areas that lack charter schools.
In my new book, The Forgotten Americans, I revisit what has come to be called “the success sequence.” That’s the idea that if a young person gets a decent education (at least high school), works full-time, and finds a committed partner to marry before having children, that person’s chances of achieving the
The NCAA cares a great deal about college readiness, access, and success. As we work to stay current on trends and issues in education, one of our greatest challenges is maintaining an open mind to innovation in the field of education, while also guarding against propensities for shortcuts. Nowhere is this more difficult than with online learning and credit recovery (CR).
By Dan Goldhaber and Umut Özek
The Education 20/20 speaker series resumes on December 11th with another all-star double-header. Ian Rowe will lead off by arguing for the inclusion of family structure in measures of student achievement. Then Michael Barone will explore the educational travails—past, present, and future—of gifted students and what might be done to ease the pain.
On this week’s podcast, Samantha Viano, Assistant Professor of Education at George Mason University, joins Mike Petrilli and David Griffith to discuss Fordham’s new study of credit recovery programs, and her own work on the subject. On the Research Minute, Adam Tyner examines how high school start times affect student outcomes.
I’m in the middle of a series of posts looking at how we might usher in a “Golden Age of Educational Practice” now that big new policy initiatives appear to be on ice.
Last May, Slate ran an eight-part series exploring the rise in online learning for high school students who had failed a course.
College-level courses taken while in high school have never been more popular. Chief among these sources is Advanced Placement (AP), whose five million exams were taken by almost three million students in 2018.
