School choice priorities change at the middle and high school levels
Common sense, backed by research, tells us that families weigh a lot of information when making school choice decisions.
Common sense, backed by research, tells us that families weigh a lot of information when making school choice decisions.
America’s high-achieving students in our elementary and secondary schools are more racially diverse today than two decades ago. But Black high achievers in particular have made only incremental gains. Given affirmative action's original purpose, such trends are more than a little disappointing.
Homework is the perennial bogeyman of K–12 education. In any given year, you’ll find people arguing that students, especially in elementary school, should have far less homework—or none at all. Eva Moskowitz, the founder and CEO of Success Academy charter schools, has the opposite opinion. She’s been running schools for sixteen years, and she’s only become more convinced that homework is not only necessary, but also a linchpin to effective K–12 education.
What parents are looking for in an ideal school choice scenario is often very different from what they settle for in the real world. Cost, distance, academic quality, safety, extracurricular options, and a host of other factors are all at play, meaning trade-offs are unavoidable. Recently-published research findings try to capture the matrix of compromises being made.
Editor’s note: This essay was part of an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute that is 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.
It makes good sense for the federal government to provide grants to high-quality public charter schools seeking to open or expand. That’s the gist of a Government Accountability Office (GAO) report released last month.
This study examines the role that high expectations should play in our nation’s academic recovery and how they operate in the traditional public, charter, and private school sectors.
This week’s news of sharp declines on the National Assessment of Educational Progress gave partisans yet another chance to relitigate the debate over keeping schools closed for in-person learning for much or all of the 2020–21 school year. We conservatives are eager to identify the teachers unions as the primary culprits, and we’re not wrong. But there is one complication we should acknowledge: the curious case of urban charter schools.
Ability grouping—arranging students in a classroom into smaller learning groups based on their aptitude in a given subject—is a common practice among teachers as early as kindergarten.
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.
Research is resoundingly clear that regularly reading to and with our children leads to all sorts of positive outcomes.
High-quality studies continue to find that urban charter schools boost achievement and other outcomes by more than their traditional-public-school peers—an advantage that has only grown larger as the charter sector has expanded and matured. Where the research literature is less clear is why urban charter schools consistently, and increasingly, outperform district schools. Still, it does offer some hints and plausible hypotheses.
Amid nonstop controversy, New York City, which runs the nation’s largest school system, is again moving in the right direction when it comes to advancing the education of able students and opening opportunities to more high achievers. This after much retrograde activity during the regime of former Mayor Bill de Blasio.
On this week’s Education Gadfly Show podcast, Jennifer Alexander, Executive Director of the Policy Innovators in Education (
One of the most contentious debates in American education focuses on whether to group students into classrooms using some measure of prior achievement.
After a tumultuous reception, the Biden administration’s regulations for the federal
For-profit charter schools” are non-profit organizations that contract out some services to a for-profit organization—meaning the schools themselves are not for-profit. This study explores whether such contracting affects school quality.
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffit
Nine percent. That’s how many Black boys met expectations in math in D.C.’s traditional public schools in 2022, down from 17 percent before the pandemic. It’s also how many met those expectation in the city’s charter schools, down from 22 percent. The word “disaster” is used a lot lately, but it is absolutely the right fit here. There are, however, lessons we can learn from this catastrophe.
On this week’s Education Gadfly Show podcast, Karega Rausch, Pr
The pandemic accelerated a mental health crisis for children and teens that was already apparent prior to spring 2020. It is a serious issue, and schools have expanded mental health services to meet the needs of a greater number of struggling students. At the same time, as we commence a school year in which educators must continue the intensive work of repairing the pandemic’s academic damage, focusing on student emotional wellness does not require relinquishing academic learning.
Whether or not the bipartisan education consensus is dead, one of its most visible and effective reforms lives on: so-called “No Excuses” model schools, institutions famous for their exacting behavioral and academic standards.
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.
NAGB officials recently reported on U.S. student achievement trends from 2009–19, and what they found was eye-opening. Whereas America’s higher achieving students held steady or even gained ground, our lowest performing kids saw test scores fall, at least in fourth and eighth grades and in reading and math. What might be causing these diverging trends?
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.
On this week’s Education Gadfly Show podcast, David Houston, assistant professor at George
Earlier this month, I argued that “education reform is alive and well, even if the Washington Consensus is dead for now.” What’s more, I wrote that we should stay the course on the current reform strategy:
Does school choice work? That depends on who you talk to and what you mean by “work.” For education researchers and policy wonks, school choice works if it raises math and reading scores for students who take advantage of choice programs or, more broadly, if market competition improves measurable outcomes for all students.
In a recent piece about the state of standards-based reform, Dale Chu weighs the benefits and challenges of a district “relinquishment” versus “instructional coherence” approach to improving student learning.
Susie Miller Carello may not be a household name in education, but she’s a household name among those who are.