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Displaying 1-30 of 729 results
Podcast
1.31.2023
Governance

#855: How states are fighting credential inflation, with Rick Hess

  On this week’s Education Gadfly Show podcast, Rick Hess of

Commentary
1.31.2023
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

Toward a broader conception of student success—and a broader conception of accountability

Gene Pickard

I have held firm to this belief since my early days of teaching: Getting students to proficiency and above in reading and math is a commitment to social justice and democracy. Education can empower students to change the world, especially when it counters cycles of poverty.

Commentary
1.27.2023
Accountability & Testing, Evidence-Based Learning, School Finance, Governance

Interpreting the Covid impact on achievement

David Armor

The release of “The Nation’s Report Card” on October 24, 2022, created shock waves though out the country’s education and policy establishments.

Commentary
1.26.2023
Evidence-Based Learning, Governance, Standards

Fordham is proud of our (limited) role in Virginia’s effort to improve its civics and U.S. history standards

Amber M. Northern, Ph.D.

We were glad to function in that capacity for Virginia as we’ve done for many other states over the years. But it’s also been implied by some that we tried to inject the draft standards with conservative bias, even to “whitewash” history, and that is completely false.

Commentary
1.26.2023
School Finance, Governance, Private School Choice

Public dollars, private schools

Robert Pondiscio

For the vast majority of America’s children, going to school has changed little from their parents’ generation, even their grandparents’: Where you live is where you learn, in a school run by your local public school district.

Commentary
1.26.2023
Evidence-Based Learning, Career & Technical Education, Curriculum & Instruction, Governance

Getting ready for future employment opportunity: Evidence from Pittsburgh

Jeff Murray

Reversing decades of economic struggle in America’s former manufacturing centers is a high priority for leaders in cities and regions across the nation. Many would like to see technology-focused industries lead such a resurgence, but do they have enough qualified workers? And if not, how can they increase those numbers?

Commentary
1.26.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Impact of community schools on attendance and achievement

Meredith Coffey, Ph.D

Many experts have lauded community schools as a means of mitigating the impact of pandemic-era c

iStock/Getty Images Plus/Tim Berghman
Podcast
1.24.2023
Governance

Education Gadfly Show #854: How districts should prepare for the coming school closures, with Tim Daly

  On this week’s Education Gadfly Show podcast,

iStock/Getty Images Plus/Tim Berghman
Commentary
1.20.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, High Achievers, Teachers & School Leaders

Driving equity in gifted policies: Insights from Harlem Academy in New York City

Vincent Dotoli

Editor’s note: This essay was part of an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute that is published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.

Commentary
1.19.2023
Curriculum & Instruction, Governance, Teachers & School Leaders

The true enemy of equity

Michael J. Petrilli

Advocates have turned “equity” into a trigger word by pitting the concept against “excellence.” But that line of argument is not only politically unpopular, it’s wrong. In fact, excellence is not the enemy of equity, but the antidote to inequity.

Commentary
1.19.2023
Curriculum & Instruction, Governance

“Curriculum transparency” is harder to achieve than lawmakers assume

Robert Pondiscio

House Republicans this week introduced a curriculum transparency bill aimed at ensuring parents know what their kids are learning in school, particularly when that includes “divisive concepts” like critical race theory, which has been banned from classrooms or restricted i

Commentary
1.12.2023
Evidence-Based Learning, Charter Schools, Governance, Private School Choice

Rural school choice is more common than you think

Robert Pondiscio

A common observation made by critics of school choice is that it has little to offer families in rural communities where the population isn’t large enough to support multiple schools, and where transportation is already burdensome. I’ve made the point myself, and I’m a school choice proponent.

Commentary
1.12.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

One teacher’s response to the reading wars

Nathaniel Grossman

Sold a Story, the podcast series from American Public Media, is essential listening for parents and teachers. Through six episodes, host Emily Hanford documents how schools failed to adequately teach reading to students over the past thirty years.

Commentary
1.12.2023
Evidence-Based Learning, Charter Schools, Governance, Teachers & School Leaders

The impact of regulatory flexibility on the teacher workforce in Massachusetts charter schools

Jeff Murray

One hallmark of charter schools—distinct from their traditional district peers—is flexibility in their HR practices.

Commentary
1.6.2023
Accountability & Testing, Facilities, Governance, Teachers & School Leaders

We need to prepare now for the school closures that are coming

Tim Daly

School closures are awful. I won’t argue otherwise.

Commentary
1.5.2023
Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Charter school teacher turnover and retention

Daniel Buck

As one article at National Affairs put it, the cries about a nation-wide teacher shortage are “heavy on anecdote and speculation” but rather light on data.

Commentary
1.5.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, High Achievers, Teachers & School Leaders

The typical gifted program is likely to become even less equitable

Scott J. Peters, Meredith Langi

By now the unfinished learning that resulted from the Covid-19 pandemic is old news.

Commentary
12.22.2022
Accountability & Testing, Evidence-Based Learning, Governance, Teachers & School Leaders

Would capturing student growth in grades K–2 lead to different school ratings?

Amber M. Northern, Ph.D.

In the wake of dismal NAEP reading scores released earlier this year,

Commentary
12.16.2022
Evidence-Based Learning, Career & Technical Education, Curriculum & Instruction, Governance, Personalized Learning, Teachers & School Leaders

Friendships between rich and poor promote upward mobility: School career pathways program help do this

Bruno V. Manno

Economic connectedness is among the strongest predictors of upward income mobility—stronger than measures like school quality, job availability, family structure, or a community’s racial makeup.

Commentary
12.15.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

Times change, principles endure: Bill Bennett’s "Book of Virtues" at 30

Robert Pondiscio

It’s poignant to read the mainstream media fanfare and reviews that greeted William J.

Commentary
12.15.2022
Evidence-Based Learning, Governance, Private School Choice

Voucher lotteries and college enrollment outcomes

Jeff Murray

Authorized by Congress in 2004, the Washington, D.C., Opportunity Scholarship Program (OSP) is one of the longest-standing voucher programs in the nation. It is also the only federally-funded one. While its fortunes have changed as congressional and executive branch leadership has switched parties over the years, the program has endured.

iStock/Getty Images Plus/twilightproductions
Podcast
12.13.2022
Governance

Education Gadfly Show #849: The success of Denver’s “portfolio”-style school reform, with Parker Baxter

  On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith talk

iStock/Getty Images Plus/twilightproductions
Commentary
12.8.2022
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

The strongest argument for charter schools is the truth

David Griffith

In a new NEPC policy memo, Duke public policy professor Helen Ladd argues that charter schools “disrupt” what she claims are the four core goals of American education policy: “establishing coherent systems of schools,” “appropriate accountability for the use of public funds,” “limiting racial segregation and isolation,” and “attending to child poverty and disadvantage.” Griffith disputes all four counts.

Commentary
12.8.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Institutionalism, not policy, is the biggest barrier to reinventing high schools

Chelsea Waite

Editor’s note: This essay is an entry in Fordham’s 2022 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can states remove policies barriers that are keeping educators from reinventing high schools?”

Commentary
12.8.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

Families are shrinking high schools with or without help from policymakers

Matthew Ladner

Editor’s note: This essay is an entry in Fordham’s 2022 Wonkathon, which asked contributors to address a fundamental and challenging question: “How can states remove policies barriers that are keeping educators from reinventing high schools?”

Commentary
12.8.2022
Evidence-Based Learning, Governance

Is military enlistment a pathway to upward mobility?

Jeff Murray

Of the three main postsecondary pathways for American high school graduates—college enrollment, job employment, and military enlistment—the last is arguably least studied in terms of outcomes for those who follow it. A team of analysts led by West Point’s Kyle Greenberg helps fill the void with newly-published research drawing on thirty years of data.

Commentary
12.8.2022
Evidence-Based Learning, School Finance, Governance, Teachers & School Leaders

How some states are fixing problems with early childhood education

William Rost

A FutureEd report released earlier this year analyzes the problems facing early childhood education offerings across the country and how some states have tackled them.

Commentary
12.6.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, High Achievers, Teachers & School Leaders

The case for gifted education

Brandon L. Wright

Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.

Commentary
12.2.2022
Evidence-Based Learning, School Finance, Career & Technical Education, Governance

The good and bad news about declining U.S. poverty rates

Jon Baron

Recent news articles have heralded a long-term decline in the U.S.

Commentary
12.1.2022
Governance

How conservatives can lead on K–12

Frederick M. Hess

The right is well-positioned to lead on education. The left’s intimate ties with unions, public bureaucracies, and higher education have turned it into the apologist and paymaster for the education establishment. The right, meanwhile, is free to reimagine institutions and arrangements in ways the left is not. Moreover, as the left has found itself defending woke excesses, conservatives are put in a position to defend broadly shared values.

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