Challenges to the pursuit of equity in excellence
A recent report showing low levels of participation by black, Hispanic, and low-income students in the gifted and talented programs of Montgomery County underscores the significant challenges befo
High-potential students thrive when school districts develop sustainable gifted services
The goal of gifted programs should reflect that of any other educational program: to engage students with appropriately challenging curricula and instruction on a daily basis and in all relevant content areas so that they can make continual academic growth.
One size may fit most, but certainly not the gifted and talented
Last fall, the National Bureau of Economic Research (NBER) published a working paper by researchers Thomas S. Dee and Hans Henrik Sieversten titled The Gift of Time? School Starting Age and Mental Health. The well-developed study quantifies the effects of predicating enrollment in formal schooling on the mental health of students.
Using ESSA to fix reading: Implications for state policy
Robert PondiscioBy Lisa Hansel and Robert Pondiscio
Leaving talent on the table: Fixing gifted education in America
Talk is cheap.For decades, elected officials, education leaders, and others have consumed much oxygen talking about the challenges facing our nation from countries doing a much better job developing their academic talent.Despite this the reality is that we have largely failed to address this concern as many of our most talented children are being overlooked and uncultivated.
Implementing the Every Student Succeeds Act toward a coherent, aligned assessment system
Jessica PoinerWay back in the days of NCLB, testing often existed in a vacuum.
Steering and rowing in the age of ESSA
If you care about state education policy and/or the new federal education law, you ought to spend some time doing three things. First, consider how the performance of schools (and networks of schools) needs to be assessed.
ESSA Accountability Design Competition: My big takeaways
On February 2, I had the privilege of being a judge for the Fordham Institute’s ESSA Accountability Design Competition. It’s widely known that I’m a fan of using competition to drive policy innovation, and this competition did not disappoint.
Designing accountability systems to avoid NCLB-era mistakes
I walked away from Fordham’s School Accountability Design Competition last Tuesday pleasantly surprised—not only at the variety of fresh thinking on accountability, but also at how few submissions actually triggered the “I think that’s illegal” response. I left encouraged at the possibilities for the future.
States: Don’t leave K–3 accountability behind under ESSA
Elliot RegensteinThe Fordham Institute’s recent accountability design competition put a lot of great ideas on the table.
Top #ESSADesign proposals: Chris Hoffman et al., Teach Plus Teaching Policy Fellows, Teach Plus
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Ronald F. Ferguson, Harvard University and Tripod Education Partners, Inc.
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Richard J. Wenning, BeFoundation and SpreadMusicNow
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability f
Top #ESSADesign proposals: Jennifer Vranek et al., Education First
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Morgan Polikoff, Matthew Duque, and Stephani Wrabel, University of Southern California and Baltimore County Public Schools
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Lydia Burns et al., Student Voice Team, Prichard Committee for Academic Excellence
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Josh Boots, EmpowerK12
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Dale Chu and Eric Lerum, America Succeeds
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Top #ESSADesign proposals: Chad Aldeman, Bellwether Education Partners
Editor's note: On Tuesday, February 2, Fordham hosted the ESSA Acountability Design Competition, a first-of-its-kind conference to generate ideas for state accountability frame
Breaking the artificial ceilings we place over gifted and talented children
On January 23, the Economist sent a clear warning to world leaders about the ways that “governments are systematically preventing [youth] from reaching their potential.” In the article “Young, gifted and held back,” authors point to many polici
Some great ideas from our ESSA Accountability Design Competition
Michael J. PetrilliOn Tuesday afternoon, we at the Fordham Institute will host a competition to present compelling designs for state accountability systems under the Every Student Succeeds Act.
ESSA Accountability Design Competition: The Contenders
Michael J. PetrilliEditor's note: For a summary of noteworthy content from contenders' proposals, read "Some great ideas from our ESSA Accountability Design Competition."
ESSA Accountability Design Competition: Meet the Judges
Michael J. PetrilliUnder the newly enacted Every Student Succeeds Act (ESSA), states now face the challenge of creating school accountability systems that can vastly improve upon the model required by No Child Left Behind (NCLB).
The case for maximum state flexibility on ESSA accountability
Michael J. PetrilliOfficials at the Department of Education have requested public comments by January 21 about areas in the new Every Student Succeeds Act where regulation might be “helpful or necessary.” My recommendation to the feds: Tread ver
The five themes of ESSA coverage
I re-read about fifty major articles, blog posts, and other missives about ESSA over the break, since this written record will serve as the foundation for years of commentary and analysis. Below are the five major themes that jumped out (along with gobs of the supporting links).1. The diminished role of Uncle Sam in schools
Accountability under ESSA: Announcing a design competition
Michael J. PetrilliAs everyone knows, the Every Student Succeeds Act (ESSA)—the long-overdue reauthorization of the Elementary and Secondary Education Act—was approved by overwhelming bipartisan majorities in the House and Senate and signed into law by the president in December.
States v. districts in the Every Student Succeeds Act
The dominant narrative about the Every Student Succeeds Act (ESSA) is that it shifts authority over schools back to state governments. But this belies a key feature of the legislation.
ESEA and the return of a well-rounded curriculum
Robert PondiscioUndoing damage inflicted by the blunt axe of test-driven accountability. Robert Pondiscio