#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
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, 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
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?
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.
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
What is the best education for exceptionally able and high-achieving youngsters? There are no easy answers but, as Chester Finn and Jessica Hockett show, for more than 100,000 students each year, the solution is to enroll in an academically selective public high school. Exam Schools is the first-ever close-up look at this small, sometimes controversial, yet crucial segment of American public education.