Judge “for-profit” charter schools on their results, not the tax status of their main vendor
After a tumultuous reception, the Biden administration’s regulations for the federal
After a tumultuous reception, the Biden administration’s regulations for the federal
Credentials matter, but maybe not as much as many hope. That seems to be one of the takeaways from Fordham’s latest report by Matt Giani evaluating high school industry recognized credential (IRC) attainment and learner outcomes in Texas.
A new Fordham Institute report authored by University of Texas professor Matt Giani finds that industry-recognized credentials (IRCs) are “mostly not transformative” for the high school students who earn them. But the truth is that it’s all about the context.
As money and attention focus on career and technical education (CTE) at ever greater levels, researchers can help gauge program effectiveness by digging into the data.
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.
About three-quarters of students in the U.S. take at least one credit in high school linked to career and technical education (CTE). When high school students take multiple CTE credits, they are often encouraged to focus in a specialized career pathway, like business, health sciences, or hospitality and tourism.
A new Fordham Institute publication by Dr.
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.
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.
Fordham’s newest study finds, among other things, that industry-recognized credentials earned in high school are a net positive for students who earn them but are not game-changers. This raises a lingering question: How else can we transform the high school experience for students so as to significantly boost their wages and career prospects once they are in the workforce? Here are four ideas.
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:
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Matt Giani, a professor an
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.
In the latest issue of National Affairs, Chester Finn and Frederick Hess chronicle the splintering of the school reform movement that lasted from roughly 1983 until Trump’s presidency.
The Covid-19 pandemic altered public confidence in education and left lasting shortages in the workforce. Youth unemployment rates are recovering, but young people are still in need of job opportunities that will create lasting wealth and opportunities for further education.
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 “
States and districts face no shortage of seemingly overwhelming problems, especially the devastating learning loss among vulnerable students from extended pandemic school closures. But leaders do have money: States and districts got $123 billion in federal emergency (ARP ESSER) relief.
On this week’s Education Gadfly Show podcast, we present the sixth edition of our Research Deep Dive series.
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.
In recent weeks, I’ve dug into the “excellence gap“—the sharp divides along lines of race
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.
Many state teacher pension systems are woefully underfunded, impose significant costs on teachers and schools, and shortchange tho