#922: Redesigning high school diplomas, with Dr. Katie Jenner
On this week’s Education Gadfly Show podcast, Dr.
On this week’s Education Gadfly Show podcast, Dr.
On this week’s Education Gadfly Show podcast, Adam Tyner, Fordham’s national research director, joins Mike and David to discus
The state of advanced education in America’s school districts is mediocre. Most districts neglect valuable policies that could expand access and improve student outcomes, resulting in a broken pipeline in advanced education.
On this week’s Education Gadfly Show podcast, Rick Hess, the director of education policy studies at the America
On this week’s Education Gadfly Show podcast, Alan Safran, the CEO and co-founder of Saga Education, joins Mike and David to discuss best prac
On this week’s Education Gadfly Show podcast, Adam Tyner, Fordham’s national research director, joins Mike to discuss dispariti
On this week’s Education Gadfly Show podcast, Kevin Teasley, of the Greater Educational Opportunities F
On this week’s Education Gadfly Show podcast, Nick Colangelo of the University of Iowa joins Mike Petr
Thirty-six recommendations for how districts, charter networks, and states can build a continuum of advanced learning opportunities, customized to individual students’ needs and abilities, that spans the K–12 spectrum.
On this week’s Education Gadfly Show podcast, Rick Hess of the American Enterprise
On this week’s Education Gadfly Show podcast, Gail Post joins Mike Petrilli and Dav
On this week’s Education Gadfly Show podcast,
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith talk with
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Matt Giani, a professor an
On this week’s Education Gadfly Show podcast, Matt Beienburg, Director of Education Policy
On this week’s Education Gadfly Show podcast, Daniel Buck, a teacher and a Fordham senior visiting fellow, joins Mike Petrilli to discuss “
High-dosage tutoring is receiving a lot of buzz as a promising tool to address learning loss in the wake of the Covid-19 pandemic. But unlike vaccines, successful tutoring programs are challenging to scale with fidelity. In this paper, long-time educators Michael Goldstein and Bowen Paulle explain how leaders can smartly scale promising tutoring programs that can boost student outcomes.
On this week’s podcast, Fordham’s Checker Finn joins Mike Petrilli and David Griffith to discuss the growing, misguided war on selective-admissions
On this week’s podcast, David Osborne, director of the Reinventing America’s Schools Project at the Progressive Policy Institute, joins Checker
This week’s podcast guest is John V.
Yes, what you make depends on what you know and what credentials you carry. But it also depends on where you live. That's what we find in our new report by John V. Winters. The first-of-its-kind analysis compares mean earnings for full-time workers with different levels of education in all 50 states and D.C., over 100 metro areas, and rural America. Read it to learn more.
On this week’s podcast, Diane Tavenner, co-founder and CEO of Summit Public Schools, joins Mike Petrilli and Da
On this week’s podcast, Mike Petrilli talks with Checker Finn and Andrew Scanlan about their new book on the past, present, and future of Advanced Placement.
On this week’s podcast, Kate Blosveren Kreamer, deputy executive director of Advance CTE, joins Mike Petrilli and David Griffith to discuss whether we should change the conjunction in “college and career readiness” to “or.” On the Research Minute, Amber Northern examines how teachers and principals view social and emotional learning.
On this week’s podcast, Fordham’s own Checker Finn joins Mike Petrilli and David Griffith to discuss, during the week of Apollo 11’s fiftieth anniversary, how the moon landing related to American education. On the Research Minute, Amber Northern examines how restorative justice affects racial disproportionality in school discipline.
The recent reauthorization of the Carl D. Perkins Career and Technical Education Act—the principal federal education program supporting career and technical education (CTE)—expressly aims to “align workforce skills with labor market needs.” Our latest report examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally.