The gender gap in education is less talked about than many other achievement gaps, but it persists.
I’m no “tech bro,” nor a fan of Ramaswamy (or Musk), but Vivek was right this time:
New York City is awash in “gifted and talented” children, otherwise known as high-achieving public school students who would benefit from advanced education. In some neighborhoods, for example, over 50 percent of students test in the top 10th percentile nationwide.
Virginia’s new accountability system incentivizes schools to provide valuable middle-school math pathways, resulting in more opportunities for Virginia students, especially the most underprivileged.
Editor’s note: This was first published on the author’s Substack, Governing Right.
After an eventful year of politics and controversy—with more lurking on the horizon—several friends have shared their apprehension about holiday gatherings. No one wants to see Grandma serve the turkey wearing her red hat or Uncle Bob stick a “We’re not going back” flag in the cranberry sauce.
In the Fordham Institute policy report titled Think Again: Are Education Programs for High-Achievers Inherently Inequitable?, Brandon Wright outlines four claims describing arguments that opponents of advanced education programs use to advocate for their
Early-college high schools are those that fully incorporate college course-taking into the curriculum. They are not to be confused with a more-typical “dual enrollment” model, which allows students the opportunity to take college courses if they have time.
Editor’s note: This is an adapted excerpt from the author’s recent Fordham Institute report, “Think Again: Are Education Programs for High Achievers Inherently Inequitable?”
Within just a few short months, there will be a new occupant of the Oval Office and, with that, a new administration in charge of the education and workforce regulatory regime.
On this week’s Education Gadfly Show podcast, Brandon Wright, Ford
This brief challenges the notion that marginalized students of high ability are harmed by advanced education, with implications for better screening measures and expansion of programs.
The growing popularity of career and technical education (CTE) at the high school level creates an ongoing need for more teachers with industry experience to provide hands-on instruction in a diverse variety of fields.
Rose Horowitch’s article in The Atlantic is getting lots of buzz.
Modern States Education Alliance is a non-profit that makes college-level courses and college credit free to any learner anywhere, including high school students interested in advanced coursework. It offers thirty-two online courses free of charge at www.modernstates.org, including all the necessary textbooks and readings.
Education loomed small at both political conventions this summer—a shame considering what dire condition it’s in.
“Come see me in the office.” Uh oh. I probably got caught teaching again.
A recent article in the Boston Globe dug into a controversy that is dogging Massachusetts’s highly-regarded system of regional career and technical education (CTE) high schools.
School closures and remote learning led to widespread relaxation of student accountability at the onset of the coronavirus pandemic. Lax requirements to turn in work, fewer graded assignments, and—most perniciously—policies mandating “no zeros” or “no failing grades” were adopted (or accelerated) to lighten the load of young people whose worlds had been turned upside down.
Three decades ago, the College Board “recentered” the SAT. Now it’s “recalibrating” Advanced Placement. Though both adjustments in these enormously influential testing programs can be justified by psychometricians, both are also probable examples of what the late Senator Daniel P.
This essay focuses on A Republic, If We Can Teach It: Fixing America’s Civic Education Crisis, a new book by Jeffrey Sikkenga and Hoover research fellow (emeritus) David Davenport.
Academic advancement programs (especially those branded as “gifted and talented”) are often at the center of controversy about equity in education.
The Advanced Placement program is undergoing a radical transformation. Over the last three years, the College Board has “recalibrated” nine of its most popular AP Exams so that approximately 500,000 more AP Exams will earn a 3+ score this year than they would have without recalibration.
Peter Liljedahl opens his wildly popular book on mathematics instruction, Building Thinking Classrooms, with a bold gambit.
“The Big Bang Theory” premiered September 2007. My husband has a nuclear engineering degree from MIT. Our younger son, then four, was a budding scientist. (Sample conversation: Him: Can’t come out of the bath. Working on surface tension and light refraction. Me: You mean splashing?)
A child’s age is only a crude proxy for their academic readiness, yet it’s the primary means by which we group children in school. More age variety in classrooms could allow for greater academic consistency; grade retention and grade acceleration could help us get there. So too could a new idea from Petrilli: transitional kindergarten–5.
Editor’s note: This was first published by Education Next.
“Math and reading scores for 13-year-olds have hit their lowest scores in decades.” When the recent NAEP long-term trend results for 13-year-olds were published, the
On this week’s Education Gadfly Show podcast, Dr.
According to national data, children from low-income families and students of color do not have the same access to advanced courses as their more advantaged peers.
