Among its many educational impacts, the pandemic has reenergized efforts to expand private school choice. States like Ohio, where it already existed, have expanded eligibility and increased funding.
Congress is inching closer to making universal pre-K, expanded free school meals, and cash benefits for working-class families a reality.
Covid-19 sent a shock wave through an already changing U.S. job market, provoking “a great reassessment of work in America.”
Schools have been concerned with character formation and values since Plato sat with students under an olive tree. Today’s “social and emotional learning” is consistent with this age-old impulse. But in its form and function it can represent something different—and more worrisome—than its progenitors, especially when employed without full discussion of its priorities and methods.
Under federal law, states must assess students annually in reading and math in grades 3–8 and at least once during high school, as well as testing science once in elementary, middle, and high school.
Kathryn Paige Harden is a behavioral genetics rock star at UT Austin. Unsurprisingly for a college professor in a liberal town, she identifies as progressive. The seeming contradiction between her research interests and her political views has drawn broad attention to her first book, The Genetic Lottery.
During the first full school year after the onset of the Covid-19 pandemic, enrollment in U.S. public schools fell by about 1.1 million students, or 2 percent of prior K–12 enrollment.
Results of a recent survey published by Amazon’s Future Engineer offshoot show several disconnects between the interests, experiences, and aspirations of U.S. students in regard to computer science.
On March 2020, Massachusetts issued a scathing review of Boston’s public school system. With problems worsened by pandemic closures, can the district reform itself?
Last week brought the latest results from the National Assessment of Educational Progress’s Long Term Trend series, and they were sobering. Just before the pandemic kicked in, U.S. thirteen-year-olds saw statistically-significant declines in both math and reading—a first in the study’s nearly 50-year history. Black, Hispanic, and low-achieving students saw the largest declines. Here’s the case that the Great Recession was largely at fault.
Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth
“What research tells us about gifted education.” —Hechinger Report A celebration of the late Mike Rose and his contribution to writing instruction.
This week the Nobel committee announced that the 2021 Nobel Prize in economics would go to Joshua Angrist (MIT), David Card (UC Berkeley), and Guido Imbens (Stanford).
With the effects of the pandemic dragging on for another year, labor markets are acting strange and organizations are struggling to find qualified workers. Schools are no different. The teacher pipeline has slowed to a trickle as teacher preparation programs see fewer and fewer candidates. Teachers have been leaving the profession early.
Mayor de Blasio is axing New York City’s long-standing gifted education programs. He plans to replace them with something else, but his proposal is almost entirely wrong. Fortunately, Eric Adams, who’s almost certain to replace him in January, has a vision of gifted education that’s mostly right, and he’ll enter office in time to fix de Blasio’s blunders.
Do students have a right to a high-quality education? A proposed ballot initiative filed in California last Thursday says yes.
As one paper put it, there is a “paucity of robust research” on project-based learning. Yet in the ed-school world and in many journals and professional organizations, it’s often touted as a pedagogical gold standard.
As supporters celebrate and opponents dissect the Year of School Choice, a timely new report tries to make sense of the way parents value, assess, and act upon avail
The persistence of racial segregation between and within school districts has motivated some in the school choice community to develop diverse-by-design charters (DBDCs), which are defined as schools without a 70 percent majority of students of any race or ethnicity, plus 30 to 70 percent low-income pupils.
Americans increasingly embraced school choice during the pandemic, testing the country’s historical commitment to traditional public education.
How do we know if a school district is doing one of its most basic jobs—teaching students to read? That’s one of the main questions the California Reading Coalition, which I helped organize earlier this year, set out to answer with the California Reading Report Card, released in September.
A recent Wall Street Journal article set off a pundit-palooza on the topic of the female advantage in higher education, with many suggesting that young men have “given up on college.” But American students who are academically well-prepared for college continue to matriculate and graduate. It’s just that many more of them are female. The reason for that starts in kindergarten.
