Stay the course or turn the page?
Editor's note: This post originally appeared in a slightly different form at RegBlog.
Editor's note: This post originally appeared in a slightly different form at RegBlog.
As I wrote last week, with the ESEA reauthorization process heating up, lots of advocates are now trying to influence the congressional deliberations. Secretary Duncan weighed in this morning.
In AEI’s latest Vision Talks video, Arthur Brooks, its president and the happiest man in the think-tank world, argues that public-policy advocates need to make a better cas
Editor's note: This post originally appeared in a slightly different form on the Tools for the Common Core Standards blog.
Some of ed reform’s leading lights finally see that what kids learn makes a difference. Robert Pondiscio
Crying “Dump it!” might be good politics. But any high standards will look a lot like Common Core. Michael J. Petrilli and Michael Brickman
Perhaps the highest praise you can heap on another writer’s work is to acknowledge a tinge of professional jealousy. You read a blog post, column, or piece of reporting and think, “Damn, I wish I’d written that.” Here are some of the pieces—about Common Core and education at large—I wish I’d written in 2014.
Previously, I posted about the perils of applying standards-driven instruction to reading classrooms.
Some interesting trends and projections emerge from limited private school data
Welcome to a special Fordham-in-the-news edition of Late Bell.
Just in time for Christmas, my Fordham colleague Mike Petrilli has left a present under the tree for inquisitive children and busy parents who don’t think the sky will fall if the kids get a little screen time now and again (it won’t).
It was the best of times, it was the worst of times. Michelle Lerner, Robert Pondiscio, and Alyssa Schwenk
New report digs deep into student performance data.
On today's Room for Debate series at the New York Times, p
Editor's note: This post first appeared in a slightly different form on Watchdog.org.Republicans are still gleeful after their 2014 victories in the U.S. Senate and statehouses across the nation. They should be, but they should also take heed.
New report on authorization practices across the United States.
Editor's note: This post is the second entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross.
Editor's note: This post is the first entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
In England, all schools feature “distributed leadership.” Here, not so much. Michael J. Petrilli and Amber M. Northern, Ph.D.
[Editor's note: This is part two of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.
I recently wrote about exciting new charter school results in Washington, D.C..
[Editor's note: This is part one of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.]
As my Bellwether colleague (and D.C.
Opportunities abound if only Catholic schools will seize them. by Chester E. Finn, Jr.
Looking back and looking forward at the Cristo Rey school model.
Looking at improvements in Texas charter school performance over the years.
Fordham Institute to evaluate Common Core assessments on quality and content alignmentPARCC, Smarter Balanced, ACT Aspire, and Massachusetts participating in landmark studyMedia Contact:Michelle [email protected]
Their criticisms don’t add up. Robert Pondicio and Kevin Mahnken