#918: The broken pipeline of advanced education, with Adam Tyner
On this week’s Education Gadfly Show podcast, Adam Tyner, Fordham’s national research director, joins Mike and David to discus
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, 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
The National Working Group on Advanced Education was formed in Spring 2022, prompted by long-standing shortcomings in America’s handling of schooling for advanced learners (a.k.a.
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, 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.
On this week’s podcast, Diane Tavenner, co-founder and CEO of Summit Public Schools, joins Mike Petrilli and Da
America’s schools have ceded significant ground to trendy nostrums and policy cure-alls that do little to adequately teach young people the skills and knowledge required to realize their full potential and emerge from school as fully-functioning citizens. The latest round of dire NAEP civics and U.S. history scores underscore our continuing failure on the citizenship front.
Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement (Princeton, 2019), the new book by Chester Finn and Andrew Scanlan, tells the story of the Advanced Placement (AP) program, widely regarded as the gold standard for academic rigor in American high schools.
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, 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 Education 20/20 speaker series resumes on December 11th with another all-star double-header. Ian Rowe will lead off by arguing for the inclusion of family structure in measures of student achievement. Then Michael Barone will explore the educational travails—past, present, and future—of gifted students and what might be done to ease the pain.
Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political division.
What are the pitfalls to the typical comprehensive high school that high schools of choice can better remedy?
Among high school students who consider dropping out, half cite lack of engagement with the school as a primary reason, and 42 percent report that they don’t see value in the schoolwork they are asked to do.