Some immodest advice to the Ohio graduation requirements work group
NOTE: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.
NOTE: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.
This Fordham study, conducted by learning technology researcher June Ahn from NYU, dives into one of the most promising—and contentious—issues in education today: virtual schools. What type of students choose them? Which online courses do students take? Do virtual schools lead to improved outcomes for kids?
In Common Core Math in the K-8 Classroom: Results from a National Teacher Survey, Jennifer Bay Williams, Ann Duffett, and David Griffith take a close look at how educators are implementing the Common Core math standards in classrooms across the nation.
Evaluating the Content and Quality of Next Generation Assessments examines previously unreleased items from three multi-state tests (ACT Aspire, PARCC, and Smarter Balanced) and one best-in-class state assessment, Massachusetts’ state exam (MCAS). The product of two years of work by the Thomas B.
At the beginning of the twentieth century, the average American lived to be about 50 years old.
Since we at Fordham began reviewing state academic standards in 1997, we have understood—and made clear—that standards alone are insufficient to drive improvements in student achievement.
The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers’ claims, there is a dearth of programs that are truly aligned to the demands of the Common Core for content and rigor.
Promising early signs that the standards are working. Jane Song
What is the critical mass of opt-outs and to what might it lead?
Misunderstanding Common Core’s aspirational nature. Michael J. Petrilli
An open letter to the candidates. Tim Shanahan
A great resource fact-checks textbooks’ “Common Core-aligned” claims. Victoria Sears
A new video series shows what it looks like when your kid meets Common Core benchmarks. Robert Pondiscio
Just when you thought we’d run out of things to blame on the standards. Kathleen Porter-Magee
This post has been updated with the full text of "No time to lose on early reading"
I’d like to see Bobby Jindal use a teleprompter the next time he attacks Common Core. I’d like to be reassured he knows how to read.
A sobering new report says our most educated generation still can’t compete. Robert Pondiscio
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
This post originally appeared in a slightly different form at Psychology Today.
The pros and cons of college courses in high school. Michael Brickman
We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
Some progressive parents will never embrace Common Core. And that’s OK. Michael J. Petrilli
There’s no such thing as too much, too soon in reading. Robert Pondiscio
Revisiting the Common Core debate in Ohio
Some queries for 2016 presidential contenders. Michael J. Petrilli
Editor's note: This post was originally published in a slightly different form on the Daily Caller.
Editor's note: This post originally appeared in a slightly different form in The Tennessean.
Arizona makes passing the U.S. citizenship test a graduation requirement. Other states should too. Robert Pondiscio
Editor's note: This post originally appeared in a slightly different form in the Daily News and City Journal.