#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, Adam Tyner, Fordham’s national research director, joins Mike to discuss dispariti
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, Gail Post joins Mike Petrilli and Dav
On this week’s Education Gadfly Show podcast,
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 “
On this week’s Education Gadfly Show podcast, we present the sixth edition of our Research Deep Dive series.
On this week’s Education Gadfly Show podcast, April Wells, Gifted Coordinator in Illinois School District U-46 and
On this week’s Education Gadfly Show podcast, Fordham’s editorial director, Brandon Wright, joins Mike Petrilli
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, Aaron Daly, COO of Brooklyn Laboratory Chart
On this week’s podcast, Erin Einhorn, a national reporter for NBC News, joins Mike Petrilli and David Griffith to talk about her recent
On this week’s podcast, Mike Petrilli and David Griffith discuss whether and how schools should reopen in the fall.
On this week’s podcast, John Bailey, visiting fellow at AEI, joins Mike Petrilli and David Griffith to discuss AEI’s new
On this week’s podcast, Noelle Ellerson Ng, associate executive director of advocacy and governance at AASA, the School
On this week’s podcast, William Johnston, associate policy researcher at the RAND Corporation, joins Mike Petrilli and David Griffith to
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.
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.
Eleven weeks ago, in High Stakes for High Achievers: State Accountability in the Age of ESSA, the Fordham Institute reported that current K–8 accountability systems in most states give teachers scant reason to attend to the learning of high-achieving youngsters.
No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency” bar. Meanwhile, it ignored the educational needs of high achievers, who were likely to pass state reading and math tests regardless of what happened in the classroom.
Intel’s withdrawal of its Science Talent Search sponsorship, the legitimacy of the “Asian advantage,” charter school policy’s importance to voters, and principals’ opinions of Teach For America alumni.
A suburban college readiness gap, rethinking the high school graduation age, fracking’s effect on male dropout rates, and racial density in high schools.
Catholic schools and the Pope’s stateside visit, Bill de Blasio’s pre-K enrollment efforts, STEM education for gifted kids, and KIPP’s successful scale-up.