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Displaying 31-60 of 427 results
wonkathon
Commentary
11.14.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Knowing what to do isn’t knowing how to do it: The missing discipline of systemic strategy

Jamila Newman

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
Wonkathon
Commentary
11.14.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Strengthening literacy systems: Embedding school–home partnerships to improve outcomes for all kids

Windy Lopez-Aflitto

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

Wonkathon
wonkathon
Commentary
11.14.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Still missing: Educators’ knowledge of language

Louisa Moats

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
Denver
Commentary
11.14.2025
Charter Schools, Governance, Teachers & School Leaders

Denver ed reform took a big blow. Here’s why.

Van Schoales

Last week’s Denver school board election made clear that 2030 will likely be the next real opportunity for Denver Public Schools (DPS) to chart a new course.

Denver
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Don’t forget to write

Charles Sahm

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Using family partnerships to help fulfill the science-of-reading promise

Joan Kelley

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
Wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Science of reading 2.0: Assessment in the service of learning as the backbone of science-powered reading improvement

Edmund W. Gordon, Eric Tucker

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

Wonkathon
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

From slogans to scores: What has to happen next for the science of reading to actually work

Daniel Whitlock

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The science of reading is not about policies, it’s about practices

Jason Kamras, Taikein Cooper, Alyssa Schwenk

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.13.2025
Curriculum & Instruction, Teachers & School Leaders

Give reading teachers better systems

Ed Jones

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure

wonkathon
Teenagers using cellphones
Commentary
11.13.2025
Curriculum & Instruction, Teachers & School Leaders

Sex, drugs, and screens: Why schools can’t win the dopamine Olympics

Dale Chu

The ubiquity, pervasiveness, and personalization of smartphones are reshaping behavior at a scale and speed never before seen. The classroom cannot compete with the attention economy on its terms. The smarter approach is to change the rules of the game entirely so that students spend less time swiping and more time solving for x.

Teenagers using cellphones
Graduates
Commentary
11.13.2025
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

The slippery slope of relaxed high school graduation standards

James Peyser

A few weeks ago, Mike Petrilli asked readers of his SCHOOLED Substack: “Are high school graduation standards too low?” The initial responses from Dan Goldhaber, Checker Finn, and Matt Gandal were a consisten

Graduates
wonkathon
Commentary
11.12.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Spark engagement, reimagine early literacy: An educator’s perspective on bringing joy back into the classroom

Stephanie Dowlearn

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

It’s not a miracle, it’s a marathon

Jenn Vranek, Ila Deshmukh Towery

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

What’s next for the science of reading movement? Leadership.

Lisa Coons

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Rising with reading: A Lexile-based path to literacy for every student

Clifford Jones , Lee James

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

What happens when everyone reads from the same page: The collaboration the science of reading still needs

Sarina Sande

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Teachers & School Leaders

Science of reading, meet evidence-based spending

Sara Kerr, Heather Boughton

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon banner
wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Lightbulb moments and the science of reading

Victoria R. Haberman

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon banner
Wonkathon
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Systems, not slogans: Real change requires relentless implementation

Kunjan Narechania, Jessica Baghian

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

Wonkathon
wonkathon
Commentary
11.11.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Reading improvement will require bigger goals and more learning spirit

Emily Freitag

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon
Wonkathon
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction

Read by grade three? How about reading (and writing) beyond it

Miah Daughtery

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

Wonkathon
wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Don't just pass reading laws—build sustainable literacy systems

Annie Morrison, Kathy Kelly

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon banner
Wonkathon banner
Commentary
11.10.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

The science of reading revolution has the right science—but the wrong system

Lisa Wyatt , Kelsey Hendricks

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

Wonkathon banner
wonkathon
Commentary
11.10.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Why a focus on skill type is necessary to help more children learn to read

Munro Richardson

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more

wonkathon