The pandemic has provided a stream of unsettling headlines reminding us that our kids are not OK. They have grappled with surges in loneliness, anxiety, and depression.
While the gubernatorial upset in Virginia drew the brightest spotlight, Tuesday’s election featured an unusual surge in the number of school board candidates vying for thousands of seats all over the country. Four races were especially noteworthy, both for the charged political rancor leading up to November 2, as well as the potentially broader implications from the results.
Editor’s note: We're happy to introduce Jennifer Frey, who will be writing regularly for the Fordham Institute over the next year. She is an associate professor at the University of South Carolina, where she focuses on virtue ethics.
A story that became a flashpoint in national conversations around the effects of “CRT bans” is reaching its denouement: This past week, a hearing officer appointed to adjudicate the case ruled that the Sullivan County, Tennessee, school board was justified in
Covid-19 sent a shock wave through an already changing U.S. job market, provoking “a great reassessment of work in America.”
Schools have been concerned with character formation and values since Plato sat with students under an olive tree. Today’s “social and emotional learning” is consistent with this age-old impulse. But in its form and function it can represent something different—and more worrisome—than its progenitors, especially when employed without full discussion of its priorities and methods.
Under federal law, states must assess students annually in reading and math in grades 3–8 and at least once during high school, as well as testing science once in elementary, middle, and high school.
Kathryn Paige Harden is a behavioral genetics rock star at UT Austin. Unsurprisingly for a college professor in a liberal town, she identifies as progressive. The seeming contradiction between her research interests and her political views has drawn broad attention to her first book, The Genetic Lottery.
During the first full school year after the onset of the Covid-19 pandemic, enrollment in U.S. public schools fell by about 1.1 million students, or 2 percent of prior K–12 enrollment.
Last week brought the latest results from the National Assessment of Educational Progress’s Long Term Trend series, and they were sobering. Just before the pandemic kicked in, U.S. thirteen-year-olds saw statistically-significant declines in both math and reading—a first in the study’s nearly 50-year history. Black, Hispanic, and low-achieving students saw the largest declines. Here’s the case that the Great Recession was largely at fault.
Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth
With the effects of the pandemic dragging on for another year, labor markets are acting strange and organizations are struggling to find qualified workers. Schools are no different. The teacher pipeline has slowed to a trickle as teacher preparation programs see fewer and fewer candidates. Teachers have been leaving the profession early.
Mayor de Blasio is axing New York City’s long-standing gifted education programs. He plans to replace them with something else, but his proposal is almost entirely wrong. Fortunately, Eric Adams, who’s almost certain to replace him in January, has a vision of gifted education that’s mostly right, and he’ll enter office in time to fix de Blasio’s blunders.
Do students have a right to a high-quality education? A proposed ballot initiative filed in California last Thursday says yes.
How do we know if a school district is doing one of its most basic jobs—teaching students to read? That’s one of the main questions the California Reading Coalition, which I helped organize earlier this year, set out to answer with the California Reading Report Card, released in September.
A recent Wall Street Journal article set off a pundit-palooza on the topic of the female advantage in higher education, with many suggesting that young men have “given up on college.” But American students who are academically well-prepared for college continue to matriculate and graduate. It’s just that many more of them are female. The reason for that starts in kindergarten.
With a new school year underway, parents, teachers, and children anxiously return to classrooms amidst an ongoing coronavirus pandemic. But this year, school board members, teachers, academics, politicians, and parents continue to argue over critical race theory and how to enact its version of equity.
Angry citizens, enraged over everything from mask mandates to “critical race theory,” have been storming school board meetings, threatening members, and driving some to quit, reports a
Last month, my colleagues Mike Petrilli and David Griffith had a conversation with Patrick Wolf, a leading school choice scholar at the University of Arkansas, about the impact of voucher programs on the Education Gadfly Show podcast.
Far too many high-achieving children are drifting through middle and high school. Despite their potential, they don’t end up taking AP exams, achieving high marks on their ACTs, or going to four-year colleges. This limits their ability to move up the social ladder, threatens U.S. economic competitiveness, and derails our aspirations for a more just society. We must stop buying into the false assumption that high-achieving kids will do fine on their own.
Covid-19 school shock disrupted our way of doing education, unbundling the familiar division of responsibilities among home, school, and community organizations. Nearly every parent of school-age children had to create from scratch a home learning environment using online technology and rebundling school services to meet their needs.
After more than eighteen months of pandemic-induced commotion to education, data continue to roll in regarding various negative impacts on young people.
Increasingly, teachers are not shy about expressing their views on charged racial and political views. This may be a symptom of a profound shift in our relationship with institutions and the role they play in our lives. Where institutions once functioned as molds of our character and behavior, they’re now platforms on which we stand to be seen. And this could be cratering our trust in them.
We’ve been polling district finance leaders about their biggest concern in this moment, and the most common answer is financial problems down the road.
A recent study looks at the impact of
Recently, the Bureau of Labor Statistics released its disappointing monthly jobs report, which showed that the economy had added only 250,000 jobs in August, far fewer than the 750,000 expected.
The growth in popularity of social and emotional learning (SEL) is bringing with it increased attention to and scrutiny of what exactly SEL means and questions about whether it is something more than just another educational fad or ideological movement.
The outlook has gotten bleak for the anti-racist and CRT movements in U.S. classrooms, as Americans saw these ideas in action and largely recoiled from them. But there's another K–12 strategy for achieving racial justice: school choice.
