Displaying 121-150 of 495 results
Commentary
10.13.2022
Curriculum & Instruction, Private School Choice, Teachers & School Leaders

Cultural sensitivity for me but not for thee

Robert Pondiscio, Elli Lucas

Imagine a close-knit community whose members take care of and look out for one another; enjoy strong, tight-knit families with many children, close social ties, and a deep sense of purpose and belonging; and seem mostly exempt from crime, suicide, substance abuse, and other such problems. Are the habits and institutions by which this community prepares its members for adult life successful?

Commentary
10.6.2022
Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

High-achieving middle and high schoolers gain from latest NYC ed reform

Chester E. Finn, Jr., Brandon L. Wright

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.

Commentary
9.29.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Should schools group students by ability?

Scott J. Peters, Jonathan Plucker

One of the most contentious debates in American education focuses on whether to group students into classrooms using some measure of prior achievement.

Commentary
9.13.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Rural gifted children are being neglected: An interview with Paula McGuire

Brandon L. Wright

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.

Commentary
8.31.2022
Accountability & Testing, Evidence-Based Learning, Governance, Advanced Education

Pre-pandemic, more U.S. students were excelling in math

Brandon L. Wright

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.

Commentary
8.18.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

The benefits of multiple screenings for student giftedness

Amber M. Northern, Ph.D.

Efforts to diversify the roster of students classified as gifted often focus on race and ethnicity.

Commentary
8.17.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Gifted education is (hopefully) a work in progress in America’s largest school district

Brandon L. Wright

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.

Commentary
8.4.2022
Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Gifted students need a “continuum of services” now more than ever

Dina Brulles

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.

Commentary
8.3.2022
Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

An interview with Janet Kragen, who taught gifted education for four decades

Brandon L. Wright

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.

Commentary
7.21.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Private School Choice, Teachers & School Leaders

In a time of crisis, Catholic schools offered a choice, not an echo

Kathleen Porter-Magee

“New data suggest that the damage from shutting down schools has been worse than almost anyone expected,” the Economist tweeted recently to promote a

Commentary
7.20.2022
Curriculum & Instruction, Advanced Education, Teachers & School Leaders

Balancing equity and excellence in selective high schools

Brandon L. Wright, Paula Olszewski-Kubilius, Evan Glazer

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.

Commentary
7.15.2022
Evidence-Based Learning, Governance, Advanced Education, Teachers & School Leaders

Gifted-student screenings often miss poor students who should qualify

Bich Thi Ngoc Tran, Jonathan Wai, Sarah McKenzie

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.

Commentary
7.14.2022
Curriculum & Instruction, Advanced Education, Teachers & School Leaders

Stop neglecting gifted students’ social and emotional needs

Susan Miller, Tom Coyne

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

Commentary
7.7.2022
Curriculum & Instruction, Governance, Private School Choice, Teachers & School Leaders

The swirling private-school universe

Chester E. Finn, Jr.

The universe of private elementary-secondary schooling in America today is diverse and confusing, with innumerable twists and turns in efforts to use public funds to help families access schools that suit them—including private schools of all colors and stripes. But the virtue of these institutions is that they’re different, which also means very different from each other. Which complicates the quest to deploy public dollars to assist families to choose them.

Commentary
7.6.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Hope and progress for gifted education

Brandon L. Wright

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.

Commentary
6.2.2022
Accountability & Testing, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

How to narrow the excellence gap in early elementary school

Michael J. Petrilli

In recent weeks, I’ve dug into the “excellence gap“—the sharp divides along lines of race

Commentary
5.26.2022
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

The excellence gap opens early

Michael J. Petrilli

Last week, I provided sobering evidence of the “excellence gap” among twelfth grade students—the sharp divides along lines of race and class in achievement at the highest levels.

Undefined
5.11.2022
Career & Technical Education, Curriculum & Instruction, Personalized Learning

Education Gadfly Show #819: The pod on (pandemic) pods

  On this week’s Education Gadfly Show podcast, Ashley Jochim, a principal at the Center on Reinventing Public Education, joins Mike

National Working Group on Advanced Education announcement image
Commentary
4.26.2022
Personalized Learning

Announcing the National Working Group on Advanced Education

The Education Gadfly

The Thomas B. Fordham Institute is pleased to announce the launch of the National Working Group on Advanced Education. The Working Group’s mission is to promote research, policies, and practices that will develop the full capacities of students with high academic potential, especially Black and Hispanic students and those coming from economically disadvantaged backgrounds.

National Working Group on Advanced Education announcement image
Commentary
3.17.2022
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education

San Francisco’s detracking experiment

Tom Loveless

Editor's note: This post was originally published on tomloveless.com.

Commentary
3.10.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Keep fighting for selective high schools

Brandon L. Wright

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.

Commentary
3.10.2022
Curriculum & Instruction, Governance, Private School Choice, Teachers & School Leaders

Could Great Hearts Academy change the face of private education?

Robert Pondiscio

Remote learning is hard to love. The nation’s forced experiment in online education the past few years has been a disaster for kids. Educators and parents alike have come to view virtual learning as a necessary evil at best, an ad hoc response to a national crisis.