Displaying 181-210 of 1465 results
Standardized test in school
Commentary
3.1.2024
Accountability & Testing, Evidence-Based Learning, Governance, Teachers & School Leaders

The way we set grade-level norms on tests masks pandemic learning loss

Woody Paik

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.

Standardized test in school
school report card
Commentary
2.29.2024
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

The hazards of “equity grading”

Meredith Coffey, Ph.D., Adam Tyner, Ph.D.

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.

school report card
American school building exterior
Commentary
2.29.2024
Governance, Teachers & School Leaders

Getting education (almost) right

Chester E. Finn, Jr.

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.

American school building exterior
Teacher in classroom
Commentary
2.29.2024
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Study outlier teachers to solve the homework gap

Mike Goldstein

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).

Teacher in classroom
Female student doing homework
Commentary
2.22.2024
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Doing educational equity right: The homework gap

Michael J. Petrilli

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.

Female student doing homework
Horace Mann
Commentary
2.22.2024
Governance

Horace Mann’s solution to political turmoil in education

Daniel Buck

Fights over books, an exodus from public schools, politically obsessed adolescents, the need for civics education—Horace Mann predicted it all back in 1848. Thankfully, this education luminary also provided wisdom and insight in the common school era for how we can turn down the culture war heat in modern times.

Horace Mann
Teacher in a classroom
Commentary
2.22.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

Gag order? Or gag reflex?: State laws on teacher speech

Robert Pondiscio

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.

Teacher in a classroom
Black student doing math in school
Commentary
2.21.2024
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Why schools are failing to narrow excellence gaps in math

Jeff Murray, Brandon L. Wright

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.

Black student doing math in school
Commentary
2.15.2024
School Finance, Governance, Teachers & School Leaders

On teacher housing, is the juice worth the squeeze?

Meredith Coffey, Ph.D.

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.

Commentary
2.15.2024
Charter Schools, Governance

Idaho’s charter school law rewrite: Better, not perfect

Terry Ryan

Idaho’s public charter school law turned twenty-five last year. Over that quarter century, the statute has grown warts. It’s also too complicated, burdened by vestigial code and rules, and confusing to schools, authorizers,[1] and state education agencies alike.

Podcast
2.14.2024
Evidence-Based Learning, Curriculum & Instruction, Personalized Learning, Teachers & School Leaders

#907: How to do tutoring right, with Alan Safran

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

Commentary
2.8.2024
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

NCTQ analyzes how well states are using policy to promote the science of reading

Jessica Poiner

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.

an 2-8-24 SR image
Commentary
2.8.2024
Private School Choice

Have students who left public schools during the pandemic returned?

Amber M. Northern, Ph.D.

Examination of Covid-era impacts on students, families, and schools continues apace. Getting a full picture of the fallout, who was affected, and how helps education leaders better direct their resources to serve impacted students.

an 2-8-24 SR image
Commentary
2.1.2024
Evidence-Based Learning, Curriculum & Instruction, Governance

Grading New York’s “back to basics” reading plan

Robert Pondiscio

Better late than never, New York State has stirred itself to change the way reading is taught in its 800-plus local school districts. Last month, Governor Kathy Hochul announced a plan to spend $10 million to train 20,000 teachers in the “science of reading,” including a “microcredentialing” program via the state’s public universities. Assuming the legislature grants the request, here’s how New York could maximize the program’s impact.

Commentary
2.1.2024
Accountability & Testing, Governance

Colorado’s accountability fiasco

Dale Chu

Last year, Colorado’s legislature established an “Accountability, Accreditation, Student Performance, and Resource Inequity Task Force”—a twenty-six-member behemoth charged with, among other things, making recommendations on the future of the state’s K–12 asses

Commentary
1.31.2024
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Gifted under-identification: How to improve diverse student access to gifted programming

Jonathan Klingeman, Ed.D.

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.

Commentary
1.25.2024
Evidence-Based Learning, Charter Schools, Governance, Teachers & School Leaders

The right to school choice is also about the right to stay put

David Griffith, Amber M. Northern, Ph.D.

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.

Students working together
Commentary
1.25.2024
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Doing educational equity right: Advanced education

Michael J. Petrilli

This is the fourth in a series on doing educational equity right.

Students working together
Commentary
1.25.2024
Governance

If Trump returns...

Chester E. Finn, Jr.

Now that President Trump has soundly defeated Governor Haley in New Hampshire and thus appears to have sewn up the GOP nomination, it’s time to consider what a second Trump term may mean for education.

Commentary
1.19.2024
Facilities, School Finance, Charter Schools, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

High schools where students routinely graduate with college degrees: An interview with Kevin Teasley, CEO of GEO Academies

Brandon L. Wright

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.

Teacher speaking to a student
Commentary
1.18.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

Doing educational equity right: School discipline

Michael J. Petrilli

If school funding is the issue around which it’s easiest to find common ground across left and right, school discipline might be the hardest. That shouldn’t be surprising, given how divisive our country’s debate has been on the related issue of criminal justice and law enforcement. But we can begin to bridge these ideological differences if we commit to “doing educational equity right.”

Teacher speaking to a student
Commentary
1.18.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

Teachers are fed up with no-consequence discipline

Daniel Buck

I used to judge teachers who quit midyear. How could they abandon their students? Didn’t they sign a contract? Could they just really not cut it? Well, now I get it. Midyear quitting may be unseemly, but it’s understandable.

Commentary
1.16.2024
Career & Technical Education, Governance

Congress’s bipartisan progress on strengthening America’s workforce

Bruno V. Manno

The U.S. House of Representatives Committee on Education and the Workforce ended 2023 with some tidings of potential joy for America’s workforce by approving two proposed bills on a strong bipartisan basis. Committee approval in one chamber is just a start, of course, but bipartisanship in the current House is a good sign.