#911: The flaws in school funding formulas, with Rebecca Sibilia
On this week’s Education Gadfly Show podcast, Rebecca Sibilia, the executive director of EdFund, joins Mike and David to deb
On this week’s Education Gadfly Show podcast, Rebecca Sibilia, the executive director of EdFund, joins Mike and David to deb
On this week’s Education Gadfly Show podcast, Chad Aldis, Fordham’s Vice President of Ohio Policy, joins Mike and David t
On this week’s Education Gadfly Show podcast, Angela Rachidi, a senior fellow at the American Enterprise Institute, joins
On this week’s Education Gadfly Show podcast, Chad Aldeman, the founder of Read Not Guess and a columnist for The 74,
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, Richard Kahlenberg, a senior fellow at the Progressive P
On this week’s Education Gadfly Show podcast, Fordham’s Adam Tyner joins Mike to discuss his latest report on the inequalities or
This brief challenges the notion that economically disadvantaged students receive less funding than other students, with implications for equalizing classroom resources and optimizing other social policies.
On this week’s Education Gadfly Show podcast, Kevin Teasley, of the Greater Educational Opportunities F
On This week’s Education Gadfly Show podcast, Carissa Miller, CEO of the Cou
Opponents of charters contend that they drain district coffers, while proponents argue that it is charters that are denied essential funding. Yet too often, the claims made by both sides of this debate have been based on assumptions rather than hard evidence.
On this week’s podcast, Karen Hawley Miles, CEO and president of Education Resource Strategies, joins Mike Petrilli and David Griffith
On this week’s podcast, Brandon Wright joins Mike Petrilli and David Griffith to discuss his and Rick Hess’s new edited volume,
On this week’s podcast, Timothy Daly, co-founder and CEO of EdNavigator, joins Mike Petrilli and David Griffith to discuss
On this week’s podcast, Robin Lake, director of the Center on Reinventing Public Education, joins Mike Petrilli to discuss why politics seems to be
We spend too much time talking about how much to spend on schools but not enough on how those dollars are spent. Covid-19 has made this situation worse, as schools confront massive, looming budget shortfalls and the challenges of remote learning and public health. That’s on top of familiar issues like pensions, special education, technology, and all the rest. This book offers a workable path through this maze.
On this week’s podcast, Michael McShane, the director of national research at EdChoice, joins Mike Petrilli to discuss how Catholic
On this week’s podcast, Marguerite Roza, director of the Edunomics Lab and a research associate professor at Georgetown University, joins Mike Petrilli and David Griffith to remind schools to prepare for a rainy day, which is likely coming soon. On the Research Minute, Amber Northern examines students’ reading habits, and which books are most popular from K to 12.
On this week’s podcast, Neal McCluskey, director of Cato's Center for Educational Freedom, joins Mike Petrilli and David Griffith to discuss the appropriate role of for-profit entities in education. On the Research Minute, Amber Northern examines the effects tracking, instructional practices, and text complexity have on students who are struggling with reading in middle school.
A new teacher’s pension is supposed to be a perk. The truth is that for the majority of the nation’s new teachers, what they can anticipate in retirement benefits will be worth less than what they contributed to the system while they were in the classroom, even if they stay for decades.
School districts across the land are contending with rising education costs and constrained revenues. Yet state policies for assisting school districts in financial trouble are uneven and complex. Interventions are often haphazard, occur arbitrarily, and routinely place politics over sound economics.
The Thomas B. Fordham Institute set out to answer a basic (yet complicated) question: how much does each school in the D.C. metro area spend on day-to-day operations for each student it enrolls? In the Metro D.C.
The number of non-teaching staff in the United States (those employed by school systems but not serving as classroom teachers) has grown by 130 percent since 1970. Non-teachers—more than three million strong—now comprise half of the public school workforce. Their salaries and benefits absorb one-quarter of current education expenditures.
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.