Displaying 691-720 of 1306 results
Commentary
11.18.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

What is virtue and why does it matter?

Jennifer Frey

Contemporary education has become too technocratic and divorced from virtue. This is a disservice to students because it robs them of what a classical education provides: the tools students need to succeed, not just academically and professionally, but in the deep and abiding sense of being able to flourish as free and good human beings.

Commentary
11.12.2021
Governance, Teachers & School Leaders

Communicating the “learning” in social-emotional learning

Sheldon Berman, Linda Darling-Hammond

Editor’s post: This post was originally published on November 8, 2021, by the Learning Policy Institute as part of its “Educating the Whole Child“ blog series.

Commentary
11.11.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

How media coverage of critical race theory misses the point

Robert Pondiscio

It is not a controversial statement to say that the debate over critical race theory in schools has shed more heat than light. This is not surprising. When a relatively obscure and arcane academic field suddenly becomes a high-profile political football, hotly debated on cable news shoutfests, it is almost certainly because it has been reduced to bumper-sticker simplicity.

Commentary
11.11.2021
Accountability & Testing, Governance, Teachers & School Leaders

Would eliminating college admissions tests really make education more equitable?

Adam Tyner, Ph.D.

When the University of California began phasing-out college admissions test scores as part of a recent legal settlement, the rationale was “equity.” Lawyers for the students who brought the lawsuit said that “SAT and ACT scores are largely a proxy for a student’s socioeconomic background and race,” rather than measures of ac

Commentary
11.4.2021
Governance, Teachers & School Leaders

2021 election recap: How four key school board races shook out

Dale Chu

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.

Commentary
11.4.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Reconnecting knowledge and virtue

Jennifer Frey

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.

Commentary
11.4.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Lessons on protecting viewpoint diversity in classrooms

Robert Pondiscio, Tracey Schirra

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

Commentary
10.28.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Not everyone’s on board with turning schooling into therapy

Robert Pondiscio

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.

Commentary
10.28.2021
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

The case for K–2 testing

Dale Chu

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.

Getty Images/Jovanmandic
Commentary
10.28.2021
Evidence-Based Learning, Governance

The fault in our genes: Should education policies consider DNA?

Matthew Levey

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.

Getty Images/Jovanmandic
Commentary
10.28.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

How reopening decisions affected public school disenrollment

Amber M. Northern, Ph.D.

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.

Commentary
10.21.2021
Governance, Teachers & School Leaders

Declining NAEP scores are flashing red lights for the Covid generation

Michael J. Petrilli

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.

Commentary
10.21.2021
School Finance, Governance, Private School Choice

How do parents use education savings accounts?

Amber M. Northern, Ph.D.

Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth

Commentary
10.15.2021
Governance, Teachers & School Leaders

Reforming licensing policies will help alleviate teacher shortages

Shannon Whitworth

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.

Commentary
10.14.2021
Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Bill de Blasio is decimating gifted education in New York. Will Eric Adams save it?

Brandon L. Wright

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.

Getty Images/monkeybusinessimages
Commentary
10.14.2021
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Sorry Edutopia, the research base on project-based learning remains weak

Daniel Buck

As one paper put it, there is a “paucity of robust research” on project-based learning. Yet in the ed-school world and in many journals and professional organizations, it’s often touted as a pedagogical gold standard.

Getty Images/monkeybusinessimages
Commentary
10.14.2021
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Teachers & School Leaders

How well do diverse-by-design charter schools work?

William Rost

The persistence of racial segregation between and within school districts has motivated some in the school choice community to develop diverse-by-design charters (DBDCs), which are defined as schools without a 70 percent majority of students of any race or ethnicity, plus 30 to 70 percent low-income pupils.

Commentary
10.8.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

How well are schools teaching disadvantaged students to read? In California, it depends where you live.

Todd Collins

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.

Commentary
10.7.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The college gender gap begins in kindergarten

Michael J. Petrilli

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.