NACSA's Third Thursdays // New School Applications: Do Authorizer Evaluations Predict the Success of New Charter Schools?
NACSA is honored to feature the report from the Thomas B.
NACSA is honored to feature the report from the Thomas B.
Join us to discuss the implications of Fordham's recently published report Charter Schools and English Learners in the Lone Star State.
Download the webinar PowerPoint.
How do we see whether achievement gaps between groups of students are widening or narrowing? How can we tell whether eighth graders in Missouri do better or worse in math than their peers in Michigan and Maine? We wouldn’t know these things or much else about K–12 achievement in America without a little-known but vital test, the National Assessment of Educational Progress, a.k.a. “NAEP” or the “Nation’s Report Card.” Assessing the Nation’s Report Card: Challenges and Choices for NAEP, authored by veteran education participant/analyst Chester E. Finn, Jr., examines the history of NAEP, the issues and challenges that it faces today, and ways to strengthen and modernize it for the future.
Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement (Princeton, 2019), the new book by Chester Finn and Andrew Scanlan, tells the story of the Advanced Placement (AP) program, widely regarded as the gold standard for academic rigor in American high schools.
Five years ago, in an op-ed in the New York Daily News, Fordham senior fellow Robert Pondiscio looked at yet another round of jaw-dropping tests scores achieved by Eva Moskowitz’s network of Success Academy charter schools and urged educators and
Fordham’s Education 20/20 speaker series kicks off the New Year with a bang on January 9th as we bring you another double header.
The Education 20/20 speaker series resumes on December 11th with another all-star double-header. Ian Rowe will lead off by arguing for the inclusion of family structure in measures of student achievement. Then Michael Barone will explore the educational travails—past, present, and future—of gifted students and what might be done to ease the pain.
Join the Thomas B. Fordham Institute on November 8, as we present the findings of Fordham’s latest study, Grade Inflation in North Carolina’s High Schools, and a panel of experts discusses the causes and consequences of inflated grades and possible policy solutions
Over the past quarter-century, charter schools have gone from an upstart education experiment to a prominent, promising, and disruptive innovation in K–12 education. Indeed, few observers present at the creation of the first charter schools could have predicted how rapidly this movement would spread or how thoroughly it would come to dominate the education-reform agenda.