National Teachers & School Leaders

Displaying 151-180 of 1450 results

Commentary

12.4.2025

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

Assessing students’ academic mobility via test-based and non-test-based outcomes

Jeff Murray

There is a widely-held belief that the foremost mission of American public education is to provide a pathway to success for every student, including those who face considerable life obstacles. However, persistent achievement gaps along dimensions of race, income, family education level, and other factors challenge the truth—or at least the practicality—of this conviction.

Commentary

12.4.2025

Evidence-Based Learning, Teachers & School Leaders

Why are students missing school?

Jill Hoppe

As states continue to confront abysmal post-pandemic attendance patterns, understanding why students miss school has become increasingly impo

Commentary

12.2.2025

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

50 years of special education in the U.S.: Key components for special education 2.0

Miriam Kurtzig Freedman

Editor’s note: This is the third in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.

Commentary

11.25.2025

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

50 years of special education in the U.S.: Why we need a new law built on the science of learning, not the adversarial legal system

Miriam Kurtzig Freedman

Editor’s note: This is the second in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.

Commentary

11.24.2025

Accountability & Testing, Governance, Teachers & School Leaders

How transparency in national education statistics can improve learning options

Dan Lips

Recent national test scores show historic declines in American students’ academic achievement in reading and mathematics.

Commentary

11.21.2025

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

What classical charters offer the school choice movement

Daniel Buck

By all accounts, urban charter schools are an uncontested victory of the bipartisan education reform movement.

Commentary

11.20.2025

School Finance, Governance, Teachers & School Leaders

Why teacher salaries are stagnant

Aaron Garth Smith, Jordan Campbell

Bold teacher pay reforms are needed. But to maximize the long-term impact of such policies, it’s important to address the root causes of stagnant salaries. Examining data both before and after the pandemic reveals structural problems in K–12 finance that keep dollars out of teacher paychecks.

Commentary

11.20.2025

Curriculum & Instruction, Governance, Teachers & School Leaders

A “zero-based budgeting” approach for course requirements in the age of AI

Michael J. Petrilli

For better or worse, AI, and especially chatbots associated with large language models, are already changing the daily rhythms of education here and around the world.

Commentary

11.18.2025

Curriculum & Instruction, Governance, Teachers & School Leaders

50 years of special education in the U.S.: Where we are now—the good, the bad, and the need for a new law

Miriam Kurtzig Freedman

Editor’s note: This is the first in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.

Commentary

11.14.2025

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

If we want the science of reading to work, we have to start before kindergarten

Amanda Rutter

The science of reading (SoR) movement has driven states and districts to improve teacher preparation, adopt evidence-based materials, and clarify for K‒3 instruction. Yet one critical tier remains missing: early childhood education (ECE).

Commentary

11.14.2025

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

Connecting intervention and core curriculum: Why coherence matters and how to achieve it

Louise Baigelman, Shira Engel

Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that fa

Commentary

11.14.2025

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

Reading laws aren’t enough: How states can turn policy into progress

David Wakelyn

Commentary

11.14.2025

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

Knowing what to do isn’t knowing how to do it: The missing discipline of systemic strategy

Jamila Newman

Commentary

11.14.2025

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

Strengthening literacy systems: Embedding school–home partnerships to improve outcomes for all kids

Windy Lopez-Aflitto

Commentary

11.14.2025

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

Still missing: Educators’ knowledge of language

Louisa Moats

Commentary

11.14.2025

Charter Schools, Governance, Teachers & School Leaders

Denver ed reform took a big blow. Here’s why.

Van Schoales

Last week’s Denver school board election made clear that 2030 will likely be the next real opportunity for Denver Public Schools (DPS) to chart a new course.

Commentary

11.13.2025

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

Don’t forget to write

Charles Sahm

Commentary

11.13.2025

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

Using family partnerships to help fulfill the science-of-reading promise

Joan Kelley

Commentary

11.13.2025

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

Science of reading 2.0: Assessment in the service of learning as the backbone of science-powered reading improvement

Edmund W. Gordon, Eric Tucker

Commentary

11.13.2025

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

From slogans to scores: What has to happen next for the science of reading to actually work

Daniel Whitlock

Commentary

11.13.2025

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

The science of reading is not about policies, it’s about practices

Jason Kamras, Taikein Cooper, Alyssa Schwenk

Commentary

11.13.2025

Curriculum & Instruction, Teachers & School Leaders

Give reading teachers better systems

Ed Jones

Commentary

11.13.2025

Curriculum & Instruction, Teachers & School Leaders

Sex, drugs, and screens: Why schools can’t win the dopamine Olympics

Dale Chu

The ubiquity, pervasiveness, and personalization of smartphones are reshaping behavior at a scale and speed never before seen. The classroom cannot compete with the attention economy on its terms. The smarter approach is to change the rules of the game entirely so that students spend less time swiping and more time solving for x.

Commentary

11.13.2025

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

The slippery slope of relaxed high school graduation standards

James Peyser

A few weeks ago, Mike Petrilli asked readers of his SCHOOLED Substack: “Are high school graduation standards too low?” The initial responses from Dan Goldhaber, Checker Finn, and Matt Gandal were a consisten