The effects of social-emotional development on academic achievement
Despite a stampede of interest in students’ social-emotional development (SED), gathering data on—and measuring the success of—such initiatives remain
Despite a stampede of interest in students’ social-emotional development (SED), gathering data on—and measuring the success of—such initiatives remain
Editor’s note: This is the final post in a five-part series about how to effectively scale-up high-dosage tutoring.
Study after study has found that urban charter schools, and non-profit charter networks in particular, tend to be more successful at boosting student achievement than traditional public schools in similar settings. But why?
Editor’s note: This is the fourth post in a five-part series about how to effectively scale-up high-dosage tutoring.
Editor’s note: This is the third post in a five-part series about how to effectively scale-up high-dosage tutoring.
I became a disciple of E.D. Hirsch, Jr. early in my teaching career for one simple reason. His theories about reading comprehension—and his alone—described precisely what I witnessed every day in my South Bronx fifth grade classroom: children who could “decode” (read the words on the page) but struggled to comprehend the words they read.
Editor’s note: This is the first post in a five-part series about how to effectively scale-up high-dosage tutoring.
In part one of this two-part essay, published last week, I reflected on Clare Basil’s “definitional” challenge to the growth of classical schools—schools that take “a unifying approach to intellectual and moral formation by developing the integrity of mind and heart,”
Here in Fordham’s pages, I’ve previously written about the challenge of Covid-19 learning losses at the macro level. In this article, I focus on the micro level.
For those of us who still believe that results-based school accountability is an essential part of the education renewal that America sorely needs, not many things are looking great this week.
Clare Basil recently shared some thoughtful observations about the growth of K–12 classical schools, schools that take “a unifying approach to intellectual and moral formation by developing the integrity of mind and heart”—a quote Basil borrows from the Institute for Classical Educat
At the tail end of a recent symposium titled “Why children can’t read—and what we can do about it” hosted by American Enterprise Institute, Margaret Goldberg, a California first grade teacher and founder of the
A perennial complaint about holding students accountable through grades and test scores is that these mechanisms are biased against already disadva
I knew something was wrong when, during what was supposed to be a full day of remote learning, my thirteen-year-old son announced at 9:30 a.m. that he was free until 11:27 a.m., and then plopped onto the couch and flipped on the television.
Education wasn’t explicitly on the national ballot in 2020, but education is always on the ballot, even when you don’t see it. Now that the election is behind us, education reformers can focus again on states and communities, where most of the important decisions about K–12 education get made.
As we previously saw at the 4th grade and 8th grade levels, the just-released 2019 12 grade NAEP results were mostly flat or down. But we already knew from the 2015 results that this cohort of students entered high school performing below their older peers.
As our country grapples with racial injustice, there are persistent calls to diversify elite institutions at all levels, from corporate and foundation boards to law schools and medical schools to undergraduate programs. All good.
Decades before “equity” became a buzzword in education, E. D. Hirsch, Jr. had his finger on what the word actually means: equal access for all children to the knowledge and verbal proficiency that makes full participation in American life possible.
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.
On Wednesday, the government will release the 2019 National Assessment of Educational Progress scores for twelfth grade students.
Early childhood literacy advocacy has been a quiet casualty of our current annus horribilis.
What are we teaching the children about our country? The short answer: not much.
For a number of years, Ohio’s charter school sector has been more of a punchline than an exemplar in national debates about charters. The criticisms, though sometimes exaggerated, were not entirely unwarranted.
Before the coming of the pandemic, pre-K was a hot topic.
The Denver school board spent forty-five minutes Monday getting an update on its Black Excellence Resolution and worthy efforts being made at district and school levels to address systemic racism and implicit bias.
After the release of a new study I co-authored for the Thomas B.
Two big public-school systems in the D.C. area are on the verge of letting their zeal for equity and racial justice lead to consequences they may end up regretting. Fairfax County, which operates one of America’s best known and most esteemed “exam schools,” is may use a lottery, rather than test scores and other quality measures, for admissions. And Loudoun County is considering revising its rules for “professional conduct” by school staff to punish employees—teachers included—in truly Orwellian ways.
If America is serious about wanting kids to become better readers, our elementary schools need to spend more time teaching social studies rather than doubling-down on “reading comprehension.” This may seem counterintuitive, but it’s the key takeaway from our new study. It’s also especially important for girls and those from lower-income and/or non-English-speaking homes.
A new study published last week by Fordham, Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study, suggests that to become better readers, elementary students should spend more time on social studies.
When students at Anser Charter School in Garden City, Idaho, begin returning to in-person classes September 28, everything about school will look different than six months ago.