A recent study uses data from math and reading tests conducted between 1954 and 2007 to explore long-term trends in American students’ achievement.
You wouldn’t expect a conservative Republican like former Mississippi governor Haley Barbour to turn into a facsimile of Chairman Xi as muzzler of dissent and monitor of communications, but something of the sort has reared its head at the National Assessment Governing Board (NAGB), which Barbour chairs. (He’s a DeVos appointee, and last I looked, those terms run a year at a time.
On this week’s podcast, Clarice Schillinger, founder of Keeping Kids in School PAC, joins Mike Petrilli and David Griffith to dis
A suite of technologies that are already widely used in some private-sector testing can and should be embraced by state and national assessments, as well as the private tests that aren’t yet making maximum use of them. Read more.
On this week’s podcast, Dale Chu, Mike Petrilli, and David Griffith discuss the Biden Administration’s fla
Things are getting messy in the world of assessment.
The Biden administration recently approved Colorado’s request to ease the burden of administering state assessments because of the pandemic.
The Biden team has issued its first responses to state requests to waive federal testing requirements because of the pandemic. Dale Chu reads the tea leaves, and concludes that the new Administration is trying to eat its cake and have it too.
How can we do more to prevent teen suicides? —New York Times Pandemic pods are less sustainable and are harder to run than many parents thought.
The CDC’s revised guidelines for pupil spacing in school—three feet under most circumstances rather than six—opened a floodgate of gratitude from superintendents and parents.
Despite last week’s announcement by the U.S. Department of Education that it won’t grant blanket testing waivers this year, a number of states have decided to push for one anyway.
On this week’s podcast, Mike Petrilli, David Griffith, and Dale Chu debate whether President Biden’s soft touch will succeed in gett
Any discussion about “equity” in education that is not first and foremost a discussion about literacy is unserious.
Thanks to the No Child Left Behind Act, annual testing in math and reading for students in grades three through eight became mandatory in every state beginning in 2005.
Editor’s note: This is the second in a series of posts about envelope-pushing strategies schools might embrace to address students’ learning loss in the wake of the pandemic. Find the first one here.
On this week’s podcast, Eric Parsons, associate teaching professor of economics at the University of Missouri and co-author of our
The Covid-19 pandemic has run roughshod over so much of our education system, closing schools, sending students home to try to learn remotely, and obliterating last year’s summative state tests.
When the Covid-19 pandemic hit the U.S. last spring, schools nationwide shut their doors and states cancelled annual standardized tests. Now federal and state policymakers are debating whether to cancel testing again in 2021. One factor they should consider is whether a two-year gap in testing will make it impossible to measure student-level achievement growth during this historic period.
TIMSS is less well known to most American ed-watchers than NAEP and PISA, perhaps because it comes from a private group called the International Association for the Evaluation of Educational Achievement (IEA), but it does a first-rate job of monitoring, comparing, and explaining the educational performance of fourth- and eighth-graders in dozens of countries in the crucial subjects of math and
The pandemic has now disrupted two consecutive school years, and its effects are certain to linger for years to come. Unfortunately, some students will be more impacted than others.
Here in Fordham’s pages, I’ve previously written about the challenge of Covid-19 learning losses at the macro level. In this article, I focus on the micro level.
For those of us who still believe that results-based school accountability is an essential part of the education renewal that America sorely needs, not many things are looking great this week.
Two years ago, Seth Gershenson and Fordham published Grade Inflation in High Schools, groundbreaking research examining the relationship between students’ Algebra I course grades and end-of-course (EOC) test results in North Carolina.
A perennial complaint about holding students accountable through grades and test scores is that these mechanisms are biased against already disadva
Education wasn’t explicitly on the national ballot in 2020, but education is always on the ballot, even when you don’t see it. Now that the election is behind us, education reformers can focus again on states and communities, where most of the important decisions about K–12 education get made.
On this week’s podcast, Charles Barone, VP of K-12 Policy at Democrats for Education Reform, joins Mike Petrilli and David Griffith t
As we previously saw at the 4th grade and 8th grade levels, the just-released 2019 12 grade NAEP results were mostly flat or down. But we already knew from the 2015 results that this cohort of students entered high school performing below their older peers.
On Wednesday, the government will release the 2019 National Assessment of Educational Progress scores for twelfth grade students.
Contrary to much public rhetoric, the evidence for expanding charter schools in urban areas is stronger than ever. To be sure, the research is less positive for charters operating outside of the nation’s urban centers. And multiple studies suggest that internet-based schools and charters that serve mostly middle-class students, perform worse than their district counterparts, at least on traditional test-score-based measures. But charters needn’t work everywhere to be of service to society.
