Education Gadfly Show #834: Whether industry-recognized credentials benefit high schoolers
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, 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 “
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.
Calls are rising for America’s aging high-school model to modernize, in part by accommodating work experience through hands-on internships or actual employment for students.
Georgia is the latest on a growing list of states that make financial literacy courses a requirement for high school graduation.
On this week’s Education Gadfly Show podcast, Ashley Jochim, a principal at the Center on Reinventing Public Education, joins Mike
NOTE: On March 7, 2022, seventeen members of the National Working Group on Advanced Education met in Washington, D.C., to get acquainted and to start identifying evidence-based practices to support the success of high-achieving students.
The influence of out-of-school activities such as sports and clubs on school outcomes has been an enduring
Earlier this year, I took to the pages of Education Next to make the case for NAEP to test starting in kindergarten, stating that, “The rationale for testing academic skills in the early elementary grades is powerful.” Therefore, “Starting NAEP in 4th grade is much too late.” I was wrong, and I’m sorry. Kindergarten is much too late. We must begin a program of NAEP testing for newborns.
Not all college majors are created alike, but it turns out that employers want their new hires to exhibit many of same skills regardless of what they major in. A recent study examines online job ads as a proxy for what employers view as the skills inherent in various college majors.
High school-age Americans struggling mightily with academics aren’t well served by our current approach to secondary education. But there may be a better model that would give them a more worthwhile experience and lead to better long-term outcomes: Let them take jobs while still in high school—during the school day, during both their junior and senior years, full pay included, no strings attached.
Editor's note: This post was originally published on tomloveless.com.
On this week’s Education Gadfly Show podcast, April Wells, Gifted Coordinator in Illinois School District U-46 and
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.
A couple of weeks ago, I shared some ideas about how schools and districts can move away from the well-intentioned but deeply flawed “college for all” mindset that has permeated the education reform world and has, in turn, harmed many of the disadvantaged students whom the approach is m
On this week’s Education Gadfly Show podcast (listen on