#915: Eliminating school boundaries, with Derrell Bradford
On this week’s Education Gadfly Show podcast, Derrell Bradford, the president of 50CAN, joins Mike and David to discuss a new coalit
On this week’s Education Gadfly Show podcast, Derrell Bradford, the president of 50CAN, joins Mike and David to discuss a new coalit
On this week’s Education Gadfly Show podcast, Rick Hess, the director of education policy studies at the America
On this week’s Education Gadfly Show podcast, Kara Arundel, a senior reporter at K-12 Dive, joins Mike to disc
On this week’s Education Gadfly Show podcast, Denisha Allen, a senior fellow at the American Federation for Chil
On this week’s Education Gadfly Show podcast, Daniel Buck, Fordham’s editorial and policy associate, joins Mike and David to discuss the be
On this week’s Education Gadfly Show podcast, Aaron Churchill, Fordham’s Ohio research director, joins
On this week’s Education Gadfly Show podcast, Paul DiPerna of EdChoice joins Mike Petrilli and David Griffith to di
On this week’s Education Gadfly Show podcast, Kathleen Porter-Magee of Partnership Schools—a network of Catholic school
On this week’s Education Gadfly Show podcast,
On this week’s Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Matt Giani, a professor an
On this week’s podcast, Michael McShane, the director of national research at EdChoice, joins Mike Petrilli to discuss how Catholic
This week’s podcast guest is John V.
Yes, what you make depends on what you know and what credentials you carry. But it also depends on where you live. That's what we find in our new report by John V. Winters. The first-of-its-kind analysis compares mean earnings for full-time workers with different levels of education in all 50 states and D.C., over 100 metro areas, and rural America. Read it to learn more.
On this week’s podcast, Mike Petrilli and David Griffith talk to Checker Finn about Senator Warren’s flawed education proposal. On the Research Minute, Amber Northern examines improvements to the student teaching experience that can help candidates feel more prepared for success in the classroom.
On this week’s podcast, Martin West, Harvard professor and editor-in-chief of Education Next, joins Mike Petrilli to
On this week’s podcast, Kate Blosveren Kreamer, deputy executive director of Advance CTE, joins Mike Petrilli and David Griffith to discuss whether we should change the conjunction in “college and career readiness” to “or.” On the Research Minute, Amber Northern examines how teachers and principals view social and emotional learning.
The recent reauthorization of the Carl D. Perkins Career and Technical Education Act—the principal federal education program supporting career and technical education (CTE)—expressly aims to “align workforce skills with labor market needs.” Our latest report examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally.
Regardless of where you stand on the debate currently raging over school discipline, one thing seems certain: Self-discipline is far better than the externally imposed kind.
Fordham’s latest study, by the University of Connecticut's Shaun M. Dougherty, uses data from Arkansas to explore whether students benefit from CTE coursework—and, more specifically, from focused sequences of CTE courses aligned to certain industries.
More than twelve million American students exercise some form of school choice by going to a charter, magnet, or private school——instead of attending a traditional public school.
The Fordham Institute supports school choice, done right. That means designing voucher and tax-credit policies that provide an array of high-quality education options for kids that are also accountable to parents and taxpayers.
Many proponents of private school choice take for granted that schools won’t participate if government asks too much of them, especially if it demands that they be publicly accountable for student achievement. Were such school refusals to be widespread, the programs themselves could not serve many kids. But is this assumption justified? A new Fordham Institute study—to be released on January 29—provides empirical answers. Do regulations and accountability requirements deter private schools from participating in choice programs? How important are such requirements compared to other factors, such as voucher amounts? Are certain types of regulations stronger deterrents than others? Do certain types schools shy away from regulation more than others?
America's urban Catholic schools are in crisis. Over 1,300 of them have shut down since 1990, mostly in our cities. As a result, some 300,000 students have been displaced--double the number affected by Hurricanes Rita and Katrina. This report, which includes a comprehensive survey of the attitudes of U.S. Catholics and the broader public towards inner-city Catholic schools, examines this crisis and offers several suggestions for arresting and perhaps reversing this trend in the interests of better education.
In just more than five years, Mary Anne Stanton has led 13 Catholic schools from high-poverty Washington, D.C. neighborhoods into a consortium that has not only strengthened each school's financial health, but has also greatly improved the academic performance of the children the schools are charged with educating. To get there, she's installed a new standards-based curriculum, shaken up old bureaucratic approaches, and streamlined operations. In its latest Fwd: Arresting Insights in Education, the Thomas B. Fordham Foundation presents a compelling story of just how much change can be made by one determined school leader with a vision.
Does it matter where public-school teachers send their own children to school? If so, how and why? What can we learn from them?