Teacher evaluation reform was very successful—on paper
Editor’s note: This is the second part in a series on teacher evaluation reform. Part one recalled how teacher evaluation became a thing.
Editor’s note: This is the second part in a series on teacher evaluation reform. Part one recalled how teacher evaluation became a thing.
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.
On this week’s Education Gadfly Show podcast, Derrell Bradford, the president of 50CAN, joins Mike and David to discuss a new coalit
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 school choice movement continues to rack up dramatic wins nationwide. This growth in “educational freedom,” as many advocates now call it, is a fantastic development. But under the surface of these victories, an important debate is brewing: how to balance the drive for maximum choice with other values, including fiscal responsibility and fairness.
The Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) are arguably the most important international tests in education. Both have been administered for decades in dozens of countries. Each new set of student outcomes is tracked, analyzed, and endlessly written about.
On this week’s Education Gadfly Show podcast, Rick Hess, the director of education policy studies at the America
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.
On this week’s Education Gadfly Show podcast, Lorén Cox, the policy director for the Education and Society p
The findings of Fordham’s latest report, "Do Authorizer Evaluations Predict the Success of New Charter Schools?" suggest at least three takeaways: authorizers should pay close attention to applicants’ education and financial plans; should incorporate multiple data sources and perspectives; and must continue to hold approved schools accountable for their results.
The hits just keep on coming: Earlier this month, a motley crew of former Colorado lawmakers helped spur the introduction of a grotesque piece of legislation aimed squarely at dismantling the state’s
On this week’s Education Gadfly Show podcast, Adam Kho, an assistant professor at the Rossier School of Education, and
As the sector’s gatekeepers, charter school authorizers are responsible for ensuring that schools in their purview set students up for success. But can authorizers predict which schools will meet that standard?
Many of the conditions that led to the prominence of “no-excuses” charter schools a quarter-century ago have returned. For students, teachers, and parents who have never lost their appetite for safe and orderly schools, it can’t come soon enough.
Editor’s note: This was first published by The 74.
Late last year, researchers Sarah Cohodes and Susha Roy partnered with the MIT Department of Economics to release a paper summarizing the results of lottery-based charter studies. The topline conclusion is straightforward and promising:
There are, generally speaking, two ways to report students’ performance on tests. One is normative, and it compares a student’s performance to his peers. The second is criterion, and it compares a student’s performance to learning standards, indicating grade-level proficiency and is independent of peers’ test performance.
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.
NACSA is honored to feature the report from the Thomas B.
Idaho’s public charter school law turned twenty-five last year. Over that quarter century, the statute has grown warts. It’s also too complicated, burdened by vestigial code and rules, and confusing to schools, authorizers,[1] and state education agencies alike.
Last year, Colorado’s legislature established an “Accountability, Accreditation, Student Performance, and Resource Inequity Task Force”—a twenty-six-member behemoth charged with, among other things, making recommendations on the future of the state’s K–12 asses
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.
Fordham’s latest report, "New Home, Same School," analyses the relationships among residential mobility, school mobility, and charter school enrollment. It finds, among other things, that changing schools is associated with a small decline in academic progress in math and a slight increase in suspensions—and that residentially mobile students in charter schools are less likely to change schools than their counterparts in traditional public schools.
This is the fourth in a series on doing educational equity right.
Because the housing and education markets are linked, evictions and other involuntary changes in residence often force students to change schools at a time when they are vulnerable. But is disrupting at-risk students' education in this manner necessary?
On this week’s Education Gadfly Show podcast, Douglas Lauen, a professor of public policy and sociology
Khaya Njumbe enrolled at GEO Academies’ 21st Century Charter School, in Gary, Indiana, when he was eleven years old. By age thirteen, he’d become the youngest student in state history to earn an associate degree.
Editor’s note: This was first published on the author’s Substack, The Education Daly.
On this week’s Education Gadfly Show podcast, Ray Domanico, the director of education policy at the Manhattan institute, joins Mi
“Suitcase words” have different meanings for different people. They’re everywhere in our political conversations and in K–12 education, and they include “social justice,” “parental rights,” and “accountability.” But the granddaddy of them all is surely “educational equity.” In coming weeks, this series will aim to unpack this phrase, and discuss what it would mean to do educational equity right.