#874: How to build a continuum of advanced learning opportunities, with Nick Colangelo
On this week’s Education Gadfly Show podcast, Nick Colangelo of the University of Iowa joins Mike Petr
On this week’s Education Gadfly Show podcast, Nick Colangelo of the University of Iowa joins Mike Petr
One of the most important efforts in America today is making sure we have as large and diverse a group of academic high achievers as possible in order to meet tomorrow’s challenges. A new report released this week—Building a Wider, More Diverse Pipeline of Advanced Learners—offers three-dozen recommendations to education leaders and policymakers at all levels on how to accomplish this.
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.
Recent shifts in enrollment patterns across Texas school sectors have gone in one direction—out of traditional public schools. Within those shifts, a disproportionately large swath of students has left for classical charter schools. These trends reflect a wider renaissance of classical schooling across the United States.
Texas is home to a fifth of the country’s English learners, as well as the state where the number of them has quintupled over the past decade.
On this week’s Education Gadfly Show podcast, Paul DiPerna of EdChoice joins Mike Petrilli and David Griffith to di
In a 3-2 decision yesterday, an Oklahoma state board defied the attorney general and approved the nation’s first religious charter school. Those of us at Fordham have been following the debate closely. These blog posts and podcasts will help you get up to speed:
While most of the country debates restricting children’s access to books, at Liberty, a Core Knowledge school that emphasizes character education, the debate runs in the opposite direction: Which books should kids be reading?
In the summer of 2018, I was thrilled to learn that I would be teaching AP English Language and Composition starting that fall. As part of New York City’s AP for All initiative, I became one of the first two AP teachers at my small, alternative public high school.
Thomas Sowell famously quipped that “there are no solutions, only tradeoffs.” Even seemingly beneficial policies have repercussions. Reduce the prison population and crime increases. Close schools to prevent the spread of Covid and standardized test scores plummet. What’s more, even historic, society-altering changes come with side effects.
Quantifying learning loss experienced by students whose schools closed for extended periods during the coronavirus pandemic is vital.
On this week’s Education Gadfly Show podcast, Kathleen Porter-Magee of Partnership Schools—a network of Catholic school
Every leader of a state or school system gets asked the question, “How do all of the things we are doing fit together?” It’s a question about “coherence”—the Holy Grail of education, says Freitag. And for the last two years, she has worked with leaders of four offices in one state with the goal of finding more of it. Here’s what she learned.
Last week, Florida Governor Ron DeSantis signed legislation that allowed high schoolers to use the Classic Learning Test (CLT)—a classical alternative to the SAT and ACT—to qualify for the state’s Bright Futures scholarship. Already accepted at over 200 colleges, this legislation is the CLT’s biggest boost yet.
Editor’s note: This was first published by The 74.
In recent years, the debate on the impact of financial resources in education has been petering out. Studies showing that more money for schools has had a discernable effect on student academic outcomes, particularly for students from lower-income families, keep accumulating.
As the school year winds down, and with the World Health Organization officially declaring the emergency phase of the Covid-19 pandemic over earlier this month, many students, parents, a
Editor’s note: This article was first published by The 74.
Indiana’s Republican governor just signed into law a bill that mandates, among other
Since the release of Chat GPT last year, the professional classes have suffered an existential dilemma.
On this week’s Education Gadfly Show podcast, Rick Hess of the American Enterprise
It being National Charter Schools Week, I thought I would look at the progress that we have made since last year’s celebration.
Join us to discuss the implications of Fordham's recently published report Charter Schools and English Learners in the Lone Star State.
The number of English learners in charter schools has increased markedly in recent years, but our knowledge of how well charters serve these students hasn’t kept pace with that growth. That’s why we conducted our new study, "Charter Schools and English Learners in the Lone Star State." It finds, among other things, that compared to their traditional public school peers, English learners in Texas charters are more likely to graduate high school and enroll in college. They also earn more money in the post-college years.
This year’s state legislative sessions, now coming to a close, have yielded a blizzard of high-profile victories on school choice, from the enactment of universal education savings accounts (ESA) programs, to the expansion of private school choice policies to serve many more families, to fairer funding for charter schools.
When it comes to K–12 education policy, the post-Covid period has become, more than almost anything else, the era of school choice. This success has opened new avenues for its growth and confronted choice supporters—particularly Catholic school supporters—with an important decision.
On this week’s Education Gadfly Show podcast,
This study uses nearly two decades of student-level data to explore how charter school enrollment is related to Texas English learners’ achievement, attainment, and earnings.
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.