Lively days for NAEP
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.
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.
On this week’s Education Gadfly Show podcast, April Wells, Gifted Coordinator in Illinois School District U-46 and
In cities across the country, selective high schools are facing increasing pressure to change their admissions policies to make their incoming student populations more socioeconomically and racially diverse. Closing these gaps is a laudable and important goal. But the most common strategies for accomplishing it are racially discriminatory, misguided, and ineffective.
On this week’s Education Gadfly Show podcast, Fordham’s editorial director, Brandon Wright, joins Mike Petrilli
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.
The proof of a powerful idea is how well it sticks. Once you hear about it “you start to see it everywhere,” as Bari Weiss puts it. She was describing “luxury beliefs,” a phrase coined by Rob Henderson, an Air Force veteran and Ph.D.
Education for high achievers has come under siege in blue cities and states as the national focus has shifted to racial equity in the aftermath of George Floyd’s murder. But such attacks, even when well-intentioned, are misguided. They target a problem’s symptom rather than its cause, and in doing so, harm students and defy parents.
Gifted education has been a much-debated issue
When the University of California began phasing-out college admissions test scores as part of a recent legal settlement, the rationale was “equity.” Lawyers for the students who brought the lawsuit said that “SAT and ACT scores are largely a proxy for a student’s socioeconomic background and race,” rather than measures of ac
Among its many educational impacts, the pandemic has reenergized efforts to expand private school choice. States like Ohio, where it already existed, have expanded eligibility and increased funding.
Under federal law, states must assess students annually in reading and math in grades 3–8 and at least once during high school, as well as testing science once in elementary, middle, and high school.
Mayor de Blasio is axing New York City’s long-standing gifted education programs. He plans to replace them with something else, but his proposal is almost entirely wrong. Fortunately, Eric Adams, who’s almost certain to replace him in January, has a vision of gifted education that’s mostly right, and he’ll enter office in time to fix de Blasio’s blunders.
Far too many high-achieving children are drifting through middle and high school. Despite their potential, they don’t end up taking AP exams, achieving high marks on their ACTs, or going to four-year colleges. This limits their ability to move up the social ladder, threatens U.S. economic competitiveness, and derails our aspirations for a more just society. We must stop buying into the false assumption that high-achieving kids will do fine on their own.
“As a broader mechanism for equity, [Advanced Placement] has fallen short, unable to overcome the powerful structural forces that disadvantage far too many students,” writes Anne Kim in a recent long-form article in Washington Monthly titled “AP’s Equity Face-Plant.” “If the ultimate goal
Much as happened after A Nation at Risk, the U.S. finds itself facing a bleak education fate, even as many deny the problem. Back then, however, the denials came mostly from the education establishment, while governors, business leaders, and even U.S.
The Covid-19 pandemic caused unprecedented disruptions to teaching and learning across America, including school closures, sudden changes to instructional delivery, economic hardship, and social isolation.
For the last half-century, if you read the mission statement of virtually any education reform organization, you will find earnest language about closing the racial or class achievement gaps. Unfortunately, not only have gaps failed to narrow during this multi-decade obsession, overall achievement levels have also remained mostly static.
Researchers at NWEA have been using data from their MAP Growth assessments to predict and analyze learning losses since the start of the pandemic.