Education Gadfly Show #821: Sec. Aimee Rogstad Guidera on the state of education in Virginia
On this week’s Education Gadfly Show podcast, Virginia Secretary of Education Aimee Rogstad Guidera discusses
On this week’s Education Gadfly Show podcast, Virginia Secretary of Education Aimee Rogstad Guidera discusses
America’s education system suffers from a variety of “excellence gaps”—sharp disparities in performance by race and class at the highest levels of academic achievement. These gaps explain why college administrators turn to various forms of affirmative action in order to create freshmen classes that more closely represent the nation’s diversity—actions that may soon be declared unconstitutional. But when do these gaps start?
As I write this, representative samples of fourth and eighth graders are taking National Assessment of Educational Progress tests in math and English.
The proposed California Mathematics Framework generated a storm of controversy when the first draft was released in early 2021. Critics objected to the document’s condemnation of tracking and negative portrayal of acceleration for high-achieving students.
NAEP is by far the country’s most important source of information on student achievement, achievement gaps and so much more, even though it’s invisible to most Americans. Yet NAEP is far from perfect—and could do so much more than it does. It’s time to wrestle with its challenges, shortcomings, and possible future scenarios.
One common refrain in debates around education is that standardized exams negatively impact applicants from disadvantaged backgrounds.
On this week’s Education Gadfly Show podcast, Ashley Jochim, a principal at the Center on Reinventing Public Education, joins Mike
How do we know whether kids in Pennsylvania are better or worse readers at the end of middle school than their peers in Colorado? We wouldn’t know that or much else without a test that may have escaped your notice altogether, unless you’re some sort of education-obsessed policy maker or policy wonk like me. I’m talking about the National Assessment of Educational Progress.
The Thomas B. Fordham Institute is pleased to announce the launch of the National Working Group on Advanced Education. The Working Group’s mission is to promote research, policies, and practices that will develop the full capacities of students with high academic potential, especially Black and Hispanic students and those coming from economically disadvantaged backgrounds.
On this week’s Education Gadfly Show podcast, Jing Liu, Assistant Professor in Education Policy at the University of Maryla
For many parents and teachers, the Covid experience has confirmed at least two pieces of common sense: It’s hard for kids to learn if they’re not in school, and those who are in school tend to learn more.
Last week, Chester Finn used a recent vote of Denver’s anti-reform school board to make three points: first, that the “portfolio” reform there—based on school autonomy, family choice, and chartering out schools where kids aren’t learning—is finished; second, that Denver’s reversal predicts doom elsewhere for complex reform initiatives meant to transform the ways whole public systems operate; an
After living through the transformation of K–12 education in Alberta, Canada, we moved from Calgary to Colorado in 2010. Since then, we have watched the Denver Public Schools story unfold from next door in Jefferson County.
Those who pay attention to the “Nation’s Report Card” tend to take it for granted. In truth, most people heed it not at all.
Inflation is up, and no, I’m not talking about gas prices. I’m talking about some troubling trends observed among the 2019 graduating class of high school students in the recently released 2019 NAEP High School Transcript Study.
Joint Statement from Peggy G. Carr, Ph.D., Commissioner of the National Center for Education Statistics and Lesley Muldoon, Executive Director of the National Assessment Governing Board
Editor's note: This post was originally published on tomloveless.com.
In many ways, the educational failures of the past several years—including those caused by the pandemic—were far worse than they needed to be because of long-standing characteristics of American public education. Namely, the tendency to place employees’ interests first, the disempowering of parents, and the failure to innovate.
On this week’s Education Gadfly Show podcast (listen on
Confessions of a School Reformer, a new book by emeritus Stanford education professor Larry Cuban, still going strong at eighty-eight, combines personal memoir with a history and analysis of U.S.
Way back in the late 1960s, when federal officials and eminent psychologists were first designing the National Assessment of Educational Progress, they probably never contemplated testing students younger than nine. After all, the technology for mass testing at the time—bubble sheets and No.
A decade ago, most charter school authorizers agreed it was not their job to help struggling charter schools. But times have changed, and best practices in charter school authorizing are evolving.