We need schools that form the backbone of communities, and Catholic schools have been doing that for generations
Last week, the Supreme Court heard arguments in Espinoza v.
Last week, the Supreme Court heard arguments in Espinoza v.
The education world was slow on the uptake, but oral argument this week in the case of Espinoza v.
A few years ago, as I was wrapping up grad school (where my dissertation was about migrant workers in China, of all things), I came across a bunch of fascinating podcast episodes about education policy and school reform.
The U.S. Department of Education recently proposed significant changes to the Civil Rights Data Collection (CRDC), including eliminating the school finance portion.
At the beginning of the modern ed-reform movement, getting onto four decades ago, urban Catholic schools were everywhere, serving as vital proof points in the debate about what was possible. While too many traditional public schools serving disadvantaged communities were either unsafe, failed to produce graduates with even basic skills, or both, urban Catholic schools stood apart.
Several candidates in the 2020 Democratic presidential primary have criticized the inequities created by school funding formula
When the New York City Council moved the other day to require every one of the city’s thirty-two community school districts to develop a school desegregation plan, it was yet one more example of municipal social engineering that prizes diversity over quality and mandatory over voluntary. If families with means don’t like their new school assignments, they’ll simply exit to charters, private schools or the suburbs, meaning that the city’s social engineers will mainly work their will on those with the least.
In previous posts and in comments to the media, I’ve been making the case that the lingering effects of the Great Recession might partially explain the disappointing student achievement trends we’ve seen as of late, both on the Nation’s Report Card and on state assessments.
On this week’s podcast, Mike Petrilli and David Griffith talk to Checker Finn about Senator Warren’s flawed education proposal. On the Research Minute, Amber Northern examines improvements to the student teaching experience that can help candidates feel more prepared for success in the classroom.
On September 25th, the National Center for Education Statistics (NCES) issued a report titled “School Choice in the United States: 2019,” which sorely misrepresents the prevalence, value, and impact of school choice over the last twenty years.
Most states have spent the past decade overhauling their standards, tests, and accountability systems, and finally committing real resources to capacity-building, especially in the form of curriculum implementation. These pieces have only begun to come together in the last year or two, culminating with the release of school ratings as required by ESSA. What’s needed isn’t to spin the wheel of education policy once again, but to show some patience and commitment—and finish what we started.
Imagine that you’re a sixth-grade math teacher. It’s the first day of school, and the vast majority of your students arrived multiple years behind where they should be. Your job is to teach them concepts such as understanding percentages and dividing fractions.
In the last month, two reports have renewed questions about the current direction of states’ high school assessments.
On this week’s podcast, Martin West, Harvard professor and editor-in-chief of Education Next, joins Mike Petrilli to
Pennsylvania’s Democratic Governor Tom Wolf garnered headlines recently when he announced vague plans for taking funding away from the state’s public charter schools.
Very little previous research has looked at end-of-course exams. Our new study on their relationship to student outcomes helps remedy that. We learned much that’s worth knowing and sharing. Probably most important: EOCs, properly deployed, have positive academic benefits and do so without causing kids to drop out or graduation rates to falter.
Editor’s note: This is the final post in a series looking at whether and how the nation’s schools have improved over the past quarter-century or so (see the others here,
On this week’s podcast, Marguerite Roza, director of the Edunomics Lab and a research associate professor at Georgetown University, joins Mike Petrilli and David Griffith to remind schools to prepare for a rainy day, which is likely coming soon. On the Research Minute, Amber Northern examines students’ reading habits, and which books are most popular from K to 12.
Twenty-five months after Donald Trump’s inauguration, his administration has just unveiled its big school-choice initiative—yes, the cause that, during his 2016 campaign, he termed the “new civil rights issue of our time,” the very same cause that Education Secretary Betsy DeVos has devoted her career to promoting.
On this week’s podcast, Neal McCluskey, director of Cato's Center for Educational Freedom, joins Mike Petrilli and David Griffith to discuss the appropriate role of for-profit entities in education. On the Research Minute, Amber Northern examines the effects tracking, instructional practices, and text complexity have on students who are struggling with reading in middle school.
The Education Gadfly
On this week’s podcast, Andrew Ujifusa, an assistant editor for Education Week, and one-half of the Politics K–12 team, joins Mike Petrilli and David Griffith to explain why we wonks shouldn’t completely ignore Washington in the coming year. On the Research Minute, Amber Northern counts down the five most influential education studies of 2018.
Last April, we published a report by Andrew Saultz and colleagues highlighting “charter school deserts” across the country, or high poverty areas that lack charter schools.
Credit recovery, or the practice of enabling high school students to retrieve credits from courses that they either failed or failed to complete, is at the crossroads of two big trends in education: the desire to move toward “competency based” education and a push to dramatically boost graduation rates.
By Laura Slover and Bonnie Hain
Weighted student funding, also known as student-based budgeting (SBB), is a funding mechanism that aims to allocate school resources more equitably.
When state report cards are released this fall, it will be the first time that overall letter grades are assigned to districts and schools.