The Education Gadfly Show #828: Arizona’s expanded ESA: The big enchilada of school choice
On this week’s Education Gadfly Show podcast, Matt Beienburg, Director of Education Policy
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
The money is pouring in, but so are the education challenges. The Covid-19 pandemic has dramatically affected student achievement, particularly for poorer students and students of color.
The nationwide surge in violent crime, which preceded the pandemic but accelerated in 2020, has prompted a range of policy responses, from expanding
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.
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.
On this week’s Education Gadfly Show podcast, Fordham’s editorial director, Brandon Wright, joins Mike Petrilli
School choice is on the rise. In the last few decades, families have benefited from an explosion of educational options.
Education for high achievers has come under siege in blue cities and states as the national focus has shifted to racial equity in the aftermath of George Floyd’s murder. But such attacks, even when well-intentioned, are misguided. They target a problem’s symptom rather than its cause, and in doing so, harm students and defy parents.
The conventional wisdom is that American students from poor families are mostly stuck in sorely underfunded public schools while more affluent families have access to well-resourced ones. For decades, this was largely true.
Gifted education has been a much-debated issue
Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth
Mayor de Blasio is axing New York City’s long-standing gifted education programs. He plans to replace them with something else, but his proposal is almost entirely wrong. Fortunately, Eric Adams, who’s almost certain to replace him in January, has a vision of gifted education that’s mostly right, and he’ll enter office in time to fix de Blasio’s blunders.
Far too many high-achieving children are drifting through middle and high school. Despite their potential, they don’t end up taking AP exams, achieving high marks on their ACTs, or going to four-year colleges. This limits their ability to move up the social ladder, threatens U.S. economic competitiveness, and derails our aspirations for a more just society. We must stop buying into the false assumption that high-achieving kids will do fine on their own.
Covid-19 school shock disrupted our way of doing education, unbundling the familiar division of responsibilities among home, school, and community organizations. Nearly every parent of school-age children had to create from scratch a home learning environment using online technology and rebundling school services to meet their needs.
“As a broader mechanism for equity, [Advanced Placement] has fallen short, unable to overcome the powerful structural forces that disadvantage far too many students,” writes Anne Kim in a recent long-form article in Washington Monthly titled “AP’s Equity Face-Plant.” “If the ultimate goal
We’ve been polling district finance leaders about their biggest concern in this moment, and the most common answer is financial problems down the road.
Boston just approved sweeping changes to the process by which students are admitted to its three highly-sought exam schools. The idea was to free up more seats for disadvantaged children, some of whom have long been underrepresented at the institutions. Yet in one important aspect, the plan may do exactly the opposite: It’s likely to significantly reduce the number of seats that go to low-income Asian American students.