14 great picture books for gifted preschoolers and kindergarteners
Research is resoundingly clear that regularly reading to and with our children leads to all sorts of positive outcomes.
Research is resoundingly clear that regularly reading to and with our children leads to all sorts of positive outcomes.
Amid nonstop controversy, New York City, which runs the nation’s largest school system, is again moving in the right direction when it comes to advancing the education of able students and opening opportunities to more high achievers. This after much retrograde activity during the regime of former Mayor Bill de Blasio.
An analysis in the New York Times last month cheerily assured readers that Covid-related learning losses “look real but sub-catastrophic.” The damage also appears “to not be permanent, with students recovering at least some ground already,” opined David Wallace-Wells, a columnist for the NYT Magazi
One of the most contentious debates in American education focuses on whether to group students into classrooms using some measure of prior achievement.
Since the end of World War II, the world’s population has not only gotten vastly bigger; it has also become vastly more educated. In nearly every country, the total number of years that citizens have attended school has grown faster than the population itself, and the number of college degrees conferred has grown even faster.
Weeks away from the midterms, education apparatchiks in the nation’s most populous state are ramping up the election mischief by playing politics with what are expected to be dismal results from assessments taken by students last spring.
Nine percent. That’s how many Black boys met expectations in math in D.C.’s traditional public schools in 2022, down from 17 percent before the pandemic. It’s also how many met those expectation in the city’s charter schools, down from 22 percent. The word “disaster” is used a lot lately, but it is absolutely the right fit here. There are, however, lessons we can learn from this catastrophe.
International student assessments are commonplace today, though none existed before 1965, and few countries participated at the outset.
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
Earlier this month, Michael Petrilli wrote about America’s top-quartile students making gains from 2009 to 2019 over their already high baseline—in math, reading, and science—and our lower-quartile kids declining from their already low baseline.
The last month has brought both bleak new NAEP results and a deeply researched piece on “a half-century of student progress nationwide.” The former abounds with gloom about the dire and declining state of U.S. educational achievement and widening gaps between groups. The latter is an upbeat rejoinder to the doomsayers and a well-documented celebration of half a century of gains and gap-narrowings. What’s going on here?
New findings released last week from the NAEP long-term trend assessment (LTT) suggest an alarming downswing among U.S. nine-year-olds in both math and reading between 2020 and 2022.
In 2013, the British government ended the use of “annual progression” pay scales for teachers. These were similar to U.S.-style “step and lane” models but were set at the national level across the pond.
NAGB officials recently reported on U.S. student achievement trends from 2009–19, and what they found was eye-opening. Whereas America’s higher achieving students held steady or even gained ground, our lowest performing kids saw test scores fall, at least in fourth and eighth grades and in reading and math. What might be causing these diverging trends?
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
Earlier this month, I argued that “education reform is alive and well, even if the Washington Consensus is dead for now.” What’s more, I wrote that we should stay the course on the current reform strategy:
Efforts to diversify the roster of students classified as gifted often focus on race and ethnicity.
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
Teachers are now planning instruction for the new school year. But very quickly after their pupils arrive, many will realize that some students will not be adequately challenged by the grade-level curriculum typically assigned for the class. Some will already have mastered that material and are ready to move on.
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.
High-achieving students from low-income backgrounds are half as likely to be placed in a gifted program as their more affluent peers, according to our new study.
Back in February, Bloomberg’s Adrian Wooldridge published a column claiming that “America is facing a great talent recession.” He noted that, “today, demand for top talent in the corporate world and elsewhere is exploding just at a time when the supply is t
On this week’s Education Gadfly Show podcast, Matt Beienburg, Director of Education Policy
This is the first edition of “Advance,” a new Fordham Institute newsletter that will monitor the progress of gifted education. Here, Wright recounts recent developments that reinforce two truths: Gifted education is a clear and substantial good, and it can be much better.
On this week’s Education Gadfly Show podcast, Daniel Buck, a teacher and a Fordham senior visiting fellow, joins Mike Petrilli to discuss “
Research has found that high-quality pre-K programs can have positive impacts on children’s learning and development, improving outcomes like literacy and math skills in the short-term and even increasing
On this week’s Education Gadfly Show podcast, we present the sixth edition of our Research Deep Dive series.
Covid “learning loss” has two causes: the loss of in-person instruction in the spring of 2020 and the reliance on remote learning thereafter (which Tom Kane and colleagues quantify in an article in The Atlantic
The clatter that rose in late 2021 over New York City’s plan to phase out its gifted and talented (G/T) programs had much to do with the presumed negative effects of such programs on racial sorting.