The Education Gadfly Show: Coping with the costs of declining enrollments
On this week’s podcast, Karen Hawley Miles, CEO and president of Education Resource Strategies, joins Mike Petrilli and David Griffith
On this week’s podcast, Karen Hawley Miles, CEO and president of Education Resource Strategies, joins Mike Petrilli and David Griffith
A recent study from Brown University’s Matthew A. Kraft and John P. Papay and Harvard’s Olivia L. Chi uses nine years of administrative data from Charlotte-Mecklenburg Schools in North Carolina to examine teacher improvement through the lens of principal evaluations.
In education, one of the more bizarre debates of the past quarter century has been over whether more money improves students’ outcomes. It’s tough to think of anywhere else in American life where we’d even have that discussion.
Before the coming of the pandemic, pre-K was a hot topic.
After the release of a new study I co-authored for the Thomas B.
Last month, Teachers College Press is releasing Getting the Most Bang for the Education Buck, a new volume edited by Rick Hess and Brandon Wright.
Proponents of test-based accountability generally believe that robust systems—those that set high bars for achieving success, generate copious and transparent data, and impose substantive awards or consequences based on progress (or lack thereof)—are enough to boost student achievement. Another school of thought posits that more funding to schools does likewise.