Doing educational equity right: Effective teachers
This is the eighth in a series on doing educational equity right.
This is the eighth in a series on doing educational equity right.
When the TV salesman pitches a beauty product to eliminate wrinkles or a politician promises no new taxes, most of us raise a skeptical eyebrow. If only we afforded that same skepticism to education fads.
For many students and teachers, the pivot from in-person to remote learning in March 2020 was a sudden lurch from the known to the unknown. Writ large, research shows the academic impact of that move was devastating. But details matter—and so do exceptions.
Editor’s note: This was first published on the author’s Substack, The Education Daly.
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.
I recently watched a seventh-grade math lesson that did a better job than I ever did as a teacher asking kids relatable theoretical probability questions. How would you represent the probability of a six-foot-tall seventh grader? How would you represent the probability of getting a test in school in any given week? Making sense of where students were coming from was a fascinating puzzle.
On this week’s Education Gadfly Show podcast, Rebecca Sibilia, the executive director of EdFund, joins Mike and David to deb
Editor’s note: This was first published by The 74.
The way we grade student work is flawed—in some ways inequitable—and is in need of reform. But like so many things in American education, the push for “equitable grading” has often been implemented piecemeal, bringing along with it all manner of unintended consequences, the most important of which is lowered standards.
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.
The push for more “equitable” grading policies has exacerbated grade inflation while yielding little evidence of greater learning. Some aspects of traditional grading can indeed perpetuate inequities, but top-down policies that make grading more lenient are not the answer, especially as schools grapple with the academic and behavioral challenges of the post-pandemic era.
Rick Hess and Mike McShane have provided the education world with a thoughtful, accessible, perceptive, and—in its way—persuasive book on improving education. Though sub-titled (and marketed as) “a conservative vision,” it’s both more and less than that.
My friend Michael Petrilli just wrote a great essay about the “homework gap.” He sets aside the upper-class question (stressed out kids with too much of it) and steers readers to the gap (some kids do what’s assigned, some kids copy and cheat, and some kids skip it).
Districts have used almost $190 billion in ESSER funds to help students recover from pandemic learning loss by implementing a wide variety of initiatives, including
If we care about doing educational equity right, we need to call the bluff of those who want to lower expectations for students’ effort “because equity.” Those so-called advocates need to do some of their own homework—and penance—as well.
A new report from PEN America claims that 1.3 million teachers, roughly a third of full-time classroom staff in the United States, are now forced to work under “educational gag orders.” PEN tallies forty pieces of legislation restricting teacher speech across twenty-two states as of November 1, 2023.
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.
On this week’s Education Gadfly Show podcast, Chad Aldis, Fordham’s Vice President of Ohio Policy, joins Mike and David t
In recent months, housing programs for school teachers have begun to receive high-profile attention. And with good reason: As costs of living have risen, teacher salaries have not kept pace, thereby decreasing some educators’ ability to live near their workplaces. But are such policies actually a good thing? In short: We really don’t know.
On this week’s Education Gadfly Show podcast, Alan Safran, the CEO and co-founder of Saga Education, joins Mike and David to discuss best prac
Shuttering under-enrolled schools is usually seen as a bad thing—for students and for neighborhoods. But that need not be the case. An equitable approach to school closures would commit to placing affected students in higher-performing schools.
It’s been more than two decades since Congress passed and President Bush (43) signed the Education Sciences Reform Act (ESRA), giving birth to the Institute of Education Sciences (IES) as we know it.
My students caught me smelling an old book once. While they were silently reading one day, I noticed a tattered book on the shelf. So what did I do? Following deep instincts, I pulled it down, cracked the spine, and breathed deeply. “Mr. Buck, what are you DOING?!” I turned around to find the whole class staring at me.
Many states are overhauling their early literacy policies to align with the science of reading, an evidence-based approach that emphasizes phonics and knowledge building. Effectively implementing these reforms is crucial, as high-quality reading instruction can improve both academic and life outcomes for children.
On this week’s Education Gadfly Show podcast, Chad Aldeman, the founder of Read Not Guess and a columnist for The 74, joins Mik
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.
Equitably funding education in America means providing more resources to students who need additional support.
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.