In a time of crisis, Catholic schools offered a choice, not an echo
“New data suggest that the damage from shutting down schools has been worse than almost anyone expected,” the Economist tweeted recently to promote a
“New data suggest that the damage from shutting down schools has been worse than almost anyone expected,” the Economist tweeted recently to promote a
“Nudges” to induce specific actions take many forms in education.
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.
One of my favorite quotations comes from J.R.R. Tolkien’s The Fellowship of the Ring. When Gandalf the wizard recounts the story of the ring and the havoc that it has brought to Middle-earth to the hero Frodo, Frodo says to him, “I wish it need not have happened in my time.” To which Gandalf replies, “So do I, and so do all who live to see such times.
High-achieving students from low-income backgrounds are half as likely to be placed in a gifted program as their more affluent peers, according to our new study.
Back in February, Bloomberg’s Adrian Wooldridge published a column claiming that “America is facing a great talent recession.” He noted that, “today, demand for top talent in the corporate world and elsewhere is exploding just at a time when the supply is t
Dozens of states and cities provide “college promise” programs.
On this week’s Education Gadfly Show podcast, Matt Beienburg, Director of Education Policy
The universe of private elementary-secondary schooling in America today is diverse and confusing, with innumerable twists and turns in efforts to use public funds to help families access schools that suit them—including private schools of all colors and stripes. But the virtue of these institutions is that they’re different, which also means very different from each other. Which complicates the quest to deploy public dollars to assist families to choose them.
I read Mike Petrilli’s very interesting article “How to narrow the excellence gap in early elementary school” in Fordham’s June 2 Education Gadfly Weekly.
The relationship between teacher and student has profound effects on learning. A new study explores whether schools can strengthen this relationship over time by keeping students with teachers for more than one year.
This is the first edition of “Advance,” a new Fordham Institute newsletter that will monitor the progress of gifted education. Here, Wright recounts recent developments that reinforce two truths: Gifted education is a clear and substantial good, and it can be much better.
On this week’s Education Gadfly Show podcast, Daniel Buck, a teacher and a Fordham senior visiting fellow, joins Mike Petrilli to discuss “
Research has found that high-quality pre-K programs can have positive impacts on children’s learning and development, improving outcomes like literacy and math skills in the short-term and even increasing
If you want to know which schools are good, ask a realtor—so goes the conventional wisdom—and families often do so.
In 2016, the U.S. Department of Education launched an offshoot of the Pell Grant program intended to assist low-income high schoolers in accessing college credit through dual enrollment.
On this week’s Education Gadfly Show podcast, we present the sixth edition of our Research Deep Dive series.
As a long-time (and often lonely) curriculum enthusiast, I’ve followed the work of the High-Quality Instructional Materials and Professional Development (IMPD) Network for several years.
Providing transportation for students to and from school is a basic requirement of most public school districts in America. During the 2018–19 school year, nearly 60 percent of all K–12 students nationwide, public and private, were transported by those ubiquitous yellow buses.
On this week’s Education Gadfly Show podcast, Dr.
Every teacher of struggling readers has experienced the moment when a student says, “I read it, but I didn’t get it.” It can be a bewildering experience. Why don’t they get it?
The clatter that rose in late 2021 over New York City’s plan to phase out its gifted and talented (G/T) programs had much to do with the presumed negative effects of such programs on racial sorting.
A recent CALDER study examines the effects that earlier-grade teachers have on students’ eighth-grade math outcomes by analyzing Washington State administrative data.
In recent weeks, I’ve dug into the “excellence gap“—the sharp divides along lines of race
“From Bat Mitzvah to the Bar: Religious Habitus, Self-Concept, and Women’s Educational Outcomes,” a new study by Ilana Horwitz et al., analyzes the college-going rates of women raised by Jewish versus non-Jewish parents.
Last week, I provided sobering evidence of the “excellence gap” among twelfth grade students—the sharp divides along lines of race and class in achievement at the highest levels.
Calls are rising for America’s aging high-school model to modernize, in part by accommodating work experience through hands-on internships or actual employment for students.
Scholars and testing companies have been following grade inflation for decades. The first ACT study on the topic dates to the mid-1990s, while researchers have used SAT data to study grade inflation since the 1970s.
America’s education system suffers from a variety of “excellence gaps”—sharp disparities in performance by race and class at the highest levels of academic achievement. These gaps explain why college administrators turn to various forms of affirmative action in order to create freshmen classes that more closely represent the nation’s diversity—actions that may soon be declared unconstitutional. But when do these gaps start?
As I write this, representative samples of fourth and eighth graders are taking National Assessment of Educational Progress tests in math and English.