In my previous post, we defined grade inflation and reviewed (lots of) new evidence suggesting that it is a barrier to pandemic recovery—especially for less privileged students. Today, we will identify solutions.
“Excellence gaps,” or disparities in advanced academic performance between student groups, have important implications for both academic equity and American economic competitiveness.
All submissions are in for the 2023 Wonkathon. Vote now for the Wisest Wonk!
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
After handily defeating his Republican rival for the governorship of red-hued Kentucky, Democrat Andy Beshear is having a moment as a center-left moderate who could run for president in 2028. But we education reformers should curb our enthusiasm because Beshear’s stances are alien to ours.
Since 2020, we’ve heard quite a lot about families’ growing influence over public schooling.
Editor’s note: This was first published by The Liberty Fund.
Previous literature on school quality and teacher quality largely assumes that good schools and good teachers are beneficial for all enrolled children, which means that a school’s “value added” is typically calculated as the average effect on students.
Preferring half measures, states must go all-in for universal education savings accounts if school choice is to truly revolutionize education. —Roland Fryer, Wall Street Journal School vouchers fail to create the conditions necessary for effective markets to function.
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Read the winning entry in 2023's Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
College for all has been the goal of K–12 schools for at least twenty-five years. This has meant that America’s schools typically do not provide young people with work experience. This experience gap has young people leaving high school with little understanding of work and practical pathways to jobs and careers.
Editor's note: This was first published on the author's Substack, The Education Daly.
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
Editor’s note: This essay is an entry in Fordham’s 2023 Wonkathon, which asked contributors to answer this question: “How can we harness the power but mitigate the risks of artificial intelligence in our schools?”
The impact of school choice on traditional school districts, what scholars call its “competitive effects,” is an area in which there is much high-quality research. A new book critical of choice fails to wrestle with this fact.
Campus radicalism is easy to spot—and condemn.
Post-pandemic learning loss is a lot like the national deficit. It is huge, it is exacerbated by political divisions, and nothing that’s currently being done about it will come close to solving the problem.
A simple observation: In the U.S., high school graduation rates have increased while other measures of academic achievement—from college entrance exam scores to high school
Some schools and districts are trying to better align college credits earned in high school with the potential majors of their students.
Washington schools must now screen every elementary student for advanced education services, thanks to a law
Smartphones and social media are likely at least partly to blame for the teenage mental health epidemic that started around 2013. Is it possible that phones and social media might also be behind the plateauing and decline of student achievement that we’ve seen in America, also starting around 2013?
