By now the unfinished learning that resulted from the Covid-19 pandemic is old news.
In the wake of dismal NAEP reading scores released earlier this year,
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.
It’s poignant to read the mainstream media fanfare and reviews that greeted William J.
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.
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith talk wit
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.
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?”
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?”
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.
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.
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.
Recent news articles have heralded a long-term decline in the U.S.
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.
Early in my career, I taught high school in North Carolina. One of the coolest things we did was partner annually with the local Habitat for Humanity team. Each year, students in my school’s construction-trades classes built a modular home from the ground up, doing the masonry, carpentry, electrical work, plumbing—all of it.
There was a remarkable moment near the end of last week’s ExcelinEd conference in Salt Lake City—one that I never would have thought possible and might have scoffed had someone predicted it, even a few short years ago.
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?”
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?”
With rising college costs and sky-high college dropout rates—almost one-third of American undergraduates quit before completing their degree—young people are lookin
So much for the “red wave.” Republicans expected sweeping victories in last week’s midterm elections that never materialized. Instead, Democrats outperformed expectations by maintaining control of the Senate and holding Republicans to a razor-thin majority in the House of Representatives.
America’s high-achieving students in our elementary and secondary schools are more racially diverse today than two decades ago. But Black high achievers in particular have made only incremental gains. Given affirmative action's original purpose, such trends are more than a little disappointing.
Editor’s note: Last week, the Jack Miller Center convened a National Summit on Civic Education at Mount Vernon, the Virginia home of George Washington. Robert Pondiscio delivered the keynote address. This is adapted from his remarks.
Considering President Joe Biden’s historically low approval ratings, many predicted a Republican wave in the midterms. Well, the wave turned out to be a gentle lapping at the toes.
On this week’s Education Gadfly Show podcast, Virginia Gentles, the director of the Education
What parents are looking for in an ideal school choice scenario is often very different from what they settle for in the real world. Cost, distance, academic quality, safety, extracurricular options, and a host of other factors are all at play, meaning trade-offs are unavoidable. Recently-published research findings try to capture the matrix of compromises being made.
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.
For any teacher, administrator, or policymaker who wants to make strong choices that are likely to benefit their students’ outcomes, Seth Gershenson’s recently-published Fordham Institute report on “the power of expectations in district and
“In light of this barometer of our kids’ success, there’s no time to waste to catch our kids up. We must continue to pour on the gas in our efforts,” Arizona Governor Doug Ducey said last Tuesday in response to the NAEP results.
Fordham’s new study, “The Power of Expectations in District and Charter Schools,” seeks to examine the role that high expectations should play in our nation’s academic recovery and supply deeper understanding of whether and how such expectations operate in the traditional public, charter, and private school sectors. It finds, among other things, that teacher expectations have a positive impact on long-run outcomes and that expectations tend to be higher in charter schools.
As the Supreme Court weighs the future of race-sensitive affirmative action in admitting students to selective colleges, all manner of ideas are popping up for how to achieve “diversity” in the entering class without explicitly counting by race.
