Everything you need to know about online tutoring
Tutoring can be pricey. But it works. Here’s what you need to know.
Tutoring can be pricey. But it works. Here’s what you need to know.
Discussions about the power of literacy are ceaseless.
On this week’s podcast, Rob Kremer, director of government relations at Pearson, owner of Connections Academy, joins Mike Petrilli and Dav
Almost exactly twenty years ago, in August 2000, CBS News’s 60 Minutes aired a segment about a pair of charter schools—one in the South Bronx; another in Houston, Texas—founded by a duo of twenty-something White male teachers. To see it now is to catch a time capsule glimpse of a more earnest and hopeful time.
If we are to survive the stress and uncertainty of this year’s school reopenings, we are going to have to learn how to lead from a place of grace and empathy. None of this is easy. There are not any good, let alone perfect, options. The conditions on the ground are changing daily, and the personal circumstances of each family—whether teacher or student—are different.
The Covid-19 pandemic has further exposed the inequities that have long existed in K–12 education system.
As state and district leaders face the challenges posed by Covid-19, safely reopening schools within the current budgets is first, second, and third on their priority list.
Given its makeup, it’s no surprise that the task force report trots out the oft-refuted canard that charter schools “undermine” traditional schools. The National Education Association (NEA) used identical language in a 2017 policy statement pledging “forceful support” for limiting charter schools. “The growth of charters has undermined local public schools and communities, without producing any overall increase in student learning and growth,” the NEA claimed.
Figuring out how to safely reopen schools this fall was sure to be a hugely complicated logistical and academic challenge.
With all of the sniping back and forth about if or how schools will reopen this fall, the outlook for the coming school year is looking rather grim. Many school districts find themselves in a political pressure cooker, full of tensions about to bubble over as the resumption of school draws nearer. Educators remain caught in the tug of war between economists and epidemiologists.
There is a reason we’re told to respect our elders. It’s bracing and edifying to listen to voices of wisdom and experience. Those whose time grows short are compelled to speak clearly and directly. Thomas Sowell is one such voice.
There is a growing body of research that evaluates the effectiveness of supports for college students in helping the
The Fordham Institute recently published an article called “Let’s rebuild special education when schools reopen,” by Anne Delfosse and Miriam Kurtzig Freedman. Reading it prompted both of us to offer our own thoughts, drawn from experience.
As the start of the school year rushes toward us, teachers across America are girding themselves for their new role as “essential workers” during a persistent pandemic. But one group of teachers has it particularly rough: U.S. history instructors, who must also perform their duties during a full-scale culture war over how to tell the American story, especially on the central issue of race. As tempting as it may be, they shouldn’t sidestep controversies or smooth the edges with bland, antiseptic readings. This would lead only to bored, disengaged students, and contribute to our woeful knowledge of our nation’s history.
Seventeen long years ago, I urged the creation of “religious charter schools,” either encouraging their start from scratch or—more realistically—allowing extant Catholic and other faith-based schools to convert to charter status
On this week’s podcast, Mora Segal, CEO of Achievement Network, joins Mike Petrilli and David Griffith to discuss the organization’s lat
Pass-fail ratings in schools are widespread this pandemic-stricken spring. But when “passing” denotes anything that’s not “failing,” what signifies excellence? What distinguishes a first-rate research paper or book review or math proof from one that’s barely serviceable? Where’s the recognition for a student whose class participation is well-prepared, attentive, thoughtful and articulate versus the pupil who yawns, smirks, whispers, peeks at his phone and responds to direct questions with surly, one-word answers? Grades surround us and we depend on them in one realm of our lives after another.
Illness. Family emergencies. In-service training requirements. On average, classroom teachers in the U.S.
On this week’s podcast, Mike Petrilli, Tran Le, Amber Northern, and David Griffith discuss Fordham’s new
Editor’s note: This article was first published by the Overdeck Family Foundation.
David Steiner:
David Brooks has long been a stalwart supporter of education reform, both the choice-and-charters flavor and the testing-and-accountability variety.
On this week’s podcast, Nina Rees, President and CEO of the National Alliance for Public
As I noted in a recent post, attitudes toward advanced education are cyclical. From gifted education to talent development programs, from honors classes to AP, we have experienced a largely positive stretch of media attention and state-level policy gains.
Great Minds creates curricula in math, English language arts, and science for grades PK–12. I’m its founder and CEO, and when Covid-19 hit, we were ill-prepared for digital distance learning, like most everyone else.
The publication date for this admirable book is Tom Sowell’s ninetieth birthday (June 30, 2020), and I doubt that’s entirely coincidental. Though Jason Riley reported three years ago that Sowell was “putting down his pen,” that obviously didn’t happen. And we’re better off as a result.
At least we have stopped pretending that we’re making high school more modern.
On this week’s podcast, Checker Finn, Mike Petrilli, and David Griffith discuss what it takes for real change to happen in America.
As national unrest builds along with the deaths of George Floyd, Breonna Taylor, and too many others at the hands of police officers, people worldwide are responding with marches, protests, critical reflection, and grief. Right now, the Black Lives Matter movement rages on.
The start of a new school year is always filled with challenges. New teachers, new classes, and new expectations can be difficult for both teachers and students. But what if teachers and students haven’t been in school for six months or more? How can schools try and prepare to get back to a sense of normalcy after all of this?