Displaying 1-13 of 13 results
Commentary
7.27.2023
Evidence-Based Learning, Career & Technical Education, Curriculum & Instruction, Governance

The college-going rate is down. Here’s hoping it falls even further.

Michael J. Petrilli

One of the biggest shifts in education in recent years has been a gradual move away from the “college for all” mantra, and hard numbers show a concurrent decline in the proportion of high school students matriculating directly to college. Far from something to deplore, this trend is a positive development—but only so long as the right teenagers are choosing to enter the labor market rather than pursue college.

Commentary
7.27.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

It’s time to dump Reading Recovery

Aaron Churchill

This month, Ohio joined a growing list of states and school systems that require schools to use high-quality instructional materials aligned to the science of reading, an approach to reading instruction that emphasizes

Commentary
7.20.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Building diverse college campuses starts in kindergarten

Michael J. Petrilli

Rather than wait until kids are leaving high school to try to even the playing field, we must start in kindergarten to identify the most academically talented students of all races and backgrounds and give them the support they need to excel.

Commentary
7.20.2023
Evidence-Based Learning, Governance

Exit interview: James Peyser in defense of education reform

Robert Pondiscio

In the latest issue of Education Next, James Peyser argues that “overpromising” undercut the ed reform movement, in which he played a prominent role for three decades in a series of roles—from education advisor to two governors to chairman of the State Board of Education

Commentary
7.20.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Is ed tech contributing to chronic absenteeism?

Meredith Coffey, Ph.D.

Nearly two years after federal data indicated that 99 percent of students had returned to in-person learning full-time, as many as one out of three students still haven’t really returned fu

Commentary
7.20.2023
Career & Technical Education, Curriculum & Instruction, Governance

The path to four million apprentices

Jeff Murray

For folks who question the value of a traditional four-year college degree—whether they have done so for ages or have only recently lost faith—apprenticeships seem like a promising alternative for young people leaving

Golf ball in sand trap
Commentary
7.13.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The accountability conundrum

Chester E. Finn, Jr.

Editor's note: Read more about this topic in Finn's essay in National Affairs, "The Accountability Challenge."

Golf ball in sand trap
Commentary
7.13.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction

Can great high schools really make a difference for low-income students?

Amber M. Northern, Ph.D.

How well do our public high schools prepare students—especially low-income students—for future success? A working paper from analysts at Brown and Harvard addresses that question, focusing on a number of consequential middle- and longer-term outcomes.

Commentary
7.6.2023
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance, Private School Choice, Teachers & School Leaders

Giving marginalized students better access to customized learning opportunities

Katrina Boone

Recent policy innovations such as education savings accounts, microgrants, and tax credits address some of the financial barriers that prevent families from accessing flexible education opportunities.

Commentary
7.6.2023
Evidence-Based Learning, Curriculum & Instruction, Advanced Education, Teachers & School Leaders

Piloting an advanced learning curriculum for typically underserved students

Jeff Murray

In many schools, being identified as advanced or gifted doesn’t guarantee that students will receive “gifted services.” For low-income students, Black and Brown students, rural students, and many others, the odds of being identified as gifted and having access to advanced coursework are even lower than for their higher-income and White or Asian peers.