Will next month’s Harris-Trump debate even mention education?
During the fateful presidential debate between Joe Biden and Donald Trump, there was nary a mention of education. No questions on the topic from the moderators.
During the fateful presidential debate between Joe Biden and Donald Trump, there was nary a mention of education. No questions on the topic from the moderators.
Classical education is undergoing a renaissance. According to a recent analysis by Arcadia Education, the classical sector is growing by 5 percent annually with a total projected enrollment of 1.4 million students by 2035.
As a teacher both during and immediately after the pandemic, I was constantly on the receiving end of some version of: “You must be so relieved that the pandemic is over.” My response was always: “Actually, it has only gotten worse.” And it’s not just me.
A recent CALDER study by Darrin DeChane, Takkako Nomi, and Michael Podgursky utilizes test data from Missouri’s state assessment, known as MAP, to assess how well these test scores predict
Racial achievement gaps in schools are well documented and remain a significant cause of concern in education. Troubling too is that the role of socioeconomic disparities in mediating these gaps remains unresolved.
“Come see me in the office.” Uh oh. I probably got caught teaching again.
Just when I thought that book ban debates were so last year—gone the way of critical race theory or the Common Core, subsumed by the latest controversy over Title IX or Project 2025—it seems those grouchy conservatives are at it again.
A recent article in the Boston Globe dug into a controversy that is dogging Massachusetts’s highly-regarded system of regional career and technical education (CTE) high schools.
The specific connection between increased school funding and student outcomes remains unclear—regardless of whether the added dollars are blanket or targeted—and the
Despite the growing diversity of American students, the teaching workforce remains disproportionately White. A recent study uses twelve years of administrative data from Maryland to examine the factors contributing to the state's chronic shortage of Black teachers.
On this week’s Education Gadfly Show podcast, Fordham’s Checker Finn joins Mike and David to discuss the changes in how the College
As regular readers know, I’m a parent of two children enrolled in Maryland’s Montgomery County Public Schools (MCPS).
Everyone who cares about racial justice should be focused on doing what’s best for students and their learning—not on school buildings or the employment impact of closing some of them.
By now, we’re well familiar with critiques of standardized testing opponents: tests rob schools of critical instructional time, encourage teaching to the test, place undue pressure on students and educators to perform, are educationally irrelevant, only provide a snapshot of student achievement at a specific moment in time, and are largely driven by family income levels, parents’ education, and
According to a Goldman Sachs analysis of federal data, the college graduating class of 2024 is having a tough time finding attractive jobs.
School closures and remote learning led to widespread relaxation of student accountability at the onset of the coronavirus pandemic. Lax requirements to turn in work, fewer graded assignments, and—most perniciously—policies mandating “no zeros” or “no failing grades” were adopted (or accelerated) to lighten the load of young people whose worlds had been turned upside down.
On this week’s Education Gadfly Show podcast, Vlad Kogan, a professor at Ohio State University, joins Mike and David to discuss what ro
Read the winning entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay won third place in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?
Editor’s note: This essay won second place in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further
Three decades ago, the College Board “recentered” the SAT. Now it’s “recalibrating” Advanced Placement. Though both adjustments in these enormously influential testing programs can be justified by psychometricians, both are also probable examples of what the late Senator Daniel P.
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
This essay focuses on A Republic, If We Can Teach It: Fixing America’s Civic Education Crisis, a new book by Jeffrey Sikkenga and Hoover research fellow (emeritus) David Davenport.
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
About seven in ten (72 percent) high school teachers say that students being distracted by cellphones is a major problem in their classroom.
Everyone benefits from exemplars. We all need models to mimic and follow. In the policy realm that means states, legislatures and governors who pass policies and reforms that materially improve the lives of their residents.