Editor’s note: A different version of this essay was first published by The 74.
The gender gap in education is less talked about than many other achievement gaps, but it persists.
I’m no “tech bro,” nor a fan of Ramaswamy (or Musk), but Vivek was right this time:
New York City is awash in “gifted and talented” children, otherwise known as high-achieving public school students who would benefit from advanced education. In some neighborhoods, for example, over 50 percent of students test in the top 10th percentile nationwide.
Virginia’s new accountability system incentivizes schools to provide valuable middle-school math pathways, resulting in more opportunities for Virginia students, especially the most underprivileged.
Editor’s note: This was first published on the author’s Substack, Governing Right.
After an eventful year of politics and controversy—with more lurking on the horizon—several friends have shared their apprehension about holiday gatherings. No one wants to see Grandma serve the turkey wearing her red hat or Uncle Bob stick a “We’re not going back” flag in the cranberry sauce.
In the Fordham Institute policy report titled Think Again: Are Education Programs for High-Achievers Inherently Inequitable?, Brandon Wright outlines four claims describing arguments that opponents of advanced education programs use to advocate for their
Early-college high schools are those that fully incorporate college course-taking into the curriculum. They are not to be confused with a more-typical “dual enrollment” model, which allows students the opportunity to take college courses if they have time.
Editor’s note: This is an adapted excerpt from the author’s recent Fordham Institute report, “Think Again: Are Education Programs for High Achievers Inherently Inequitable?”
On this week’s Education Gadfly Show podcast, Brandon Wright, Ford
This brief challenges the notion that marginalized students of high ability are harmed by advanced education, with implications for better screening measures and expansion of programs.
Modern States Education Alliance is a non-profit that makes college-level courses and college credit free to any learner anywhere, including high school students interested in advanced coursework. It offers thirty-two online courses free of charge at www.modernstates.org, including all the necessary textbooks and readings.
“Come see me in the office.” Uh oh. I probably got caught teaching again.
A recent article in the Boston Globe dug into a controversy that is dogging Massachusetts’s highly-regarded system of regional career and technical education (CTE) high schools.
Three decades ago, the College Board “recentered” the SAT. Now it’s “recalibrating” Advanced Placement. Though both adjustments in these enormously influential testing programs can be justified by psychometricians, both are also probable examples of what the late Senator Daniel P.
Academic advancement programs (especially those branded as “gifted and talented”) are often at the center of controversy about equity in education.
The Advanced Placement program is undergoing a radical transformation. Over the last three years, the College Board has “recalibrated” nine of its most popular AP Exams so that approximately 500,000 more AP Exams will earn a 3+ score this year than they would have without recalibration.
“The Big Bang Theory” premiered September 2007. My husband has a nuclear engineering degree from MIT. Our younger son, then four, was a budding scientist. (Sample conversation: Him: Can’t come out of the bath. Working on surface tension and light refraction. Me: You mean splashing?)
A child’s age is only a crude proxy for their academic readiness, yet it’s the primary means by which we group children in school. More age variety in classrooms could allow for greater academic consistency; grade retention and grade acceleration could help us get there. So too could a new idea from Petrilli: transitional kindergarten–5.
Editor’s note: This was first published by Education Next.
According to national data, children from low-income families and students of color do not have the same access to advanced courses as their more advantaged peers.
Fordham is among a wee group of reformers that’s paid attention to advanced education over the last twenty-five years. This disregard has resulted, among other problems, in a lack of informative research for the field. Our latest report addresses one of many unknowns: whether districts across the nation have adopted policies and programs to identify, support, and cultivate the talents of all students capable of tackling advanced-level work.
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.
For the past several months, Petrilli been pumping out posts about “doing educational equity right.” This series concludes with a twist by looking at three ways that schools are doing educational equity wrong: by engaging in the soft bigotry of low expectations, tying teachers’ hands without good reason, and acting like equity isn’t just an important thing, but the only thing.
To gauge the magnitude of global learning loss during the pandemic, a team at the World Bank examined data from the Program for International Student Assessment (PISA) from 2018–2022, which tests fifteen-year-olds in math, reading, and science.
The closure of schools in response to the seismic disruptions of the Covid-19 pandemic has left an indelible mark on education worldwide. As nations grappled with closures lasting varying lengths of time, the implications for student learning became increasingly evident.
Editor’s note: This was first published by The 74.
Marginalized students have long lacked access to advanced education programs in the U.S., compared to more advantaged peers, and have been under-identified and therefore underserved when such programs exist.
As the population of English learners (ELs) in grades K–12 grows, so do the challenges school districts face in identifying gifted students and putting in place appropriate enrichment and acceleration opportunities for them.
