Evidence-Based Learning

Displaying 361-390 of 837 results
Commentary
1.31.2024
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Gifted under-identification: How to improve diverse student access to gifted programming

Jonathan Klingeman, Ed.D.

As the population of English learners (ELs) in grades K–12 grows, so do the challenges school districts face in identifying gifted students and putting in place appropriate enrichment and acceleration opportunities for them.

Commentary
1.25.2024
Evidence-Based Learning, Charter Schools, Governance, Teachers & School Leaders

The right to school choice is also about the right to stay put

David Griffith, Ph.D., Amber M. Northern, Ph.D.

Fordham’s latest report, "New Home, Same School," analyses the relationships among residential mobility, school mobility, and charter school enrollment. It finds, among other things, that changing schools is associated with a small decline in academic progress in math and a slight increase in suspensions—and that residentially mobile students in charter schools are less likely to change schools than their counterparts in traditional public schools.

Students working together
Commentary
1.25.2024
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Doing educational equity right: Advanced education

Michael J. Petrilli

This is the fourth in a series on doing educational equity right.

Students working together
Teacher speaking to a student
Commentary
1.18.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

Doing educational equity right: School discipline

Michael J. Petrilli

If school funding is the issue around which it’s easiest to find common ground across left and right, school discipline might be the hardest. That shouldn’t be surprising, given how divisive our country’s debate has been on the related issue of criminal justice and law enforcement. But we can begin to bridge these ideological differences if we commit to “doing educational equity right.”

Teacher speaking to a student
Commentary
1.18.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

Teachers are fed up with no-consequence discipline

Daniel Buck

I used to judge teachers who quit midyear. How could they abandon their students? Didn’t they sign a contract? Could they just really not cut it? Well, now I get it. Midyear quitting may be unseemly, but it’s understandable.

Finland
Commentary
1.12.2024
Evidence-Based Learning, Governance, Teachers & School Leaders

The rise and fall of Finland mania

Tim Daly

Editor's note: This was first published on the author's Substack, The Education Daly.

Finland
Piggy bank and chalkboard
Commentary
1.11.2024
Evidence-Based Learning, School Finance, Governance

Doing educational equity right: School finance

Michael J. Petrilli

Last week, Petrilli identified three rules for “doing educational equity right” that will result in smart policy designs and make it likelier that the political right will get on board the equity train. Now let’s apply those rules to the topic of school finance.

Piggy bank and chalkboard
Commentary
1.11.2024
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Alternative classroom models don’t have to threaten “traditional” ones

Meredith Coffey, Ph.D., Jeanette Luna

As former teachers in a variety of settings—charter, traditional public, and “transfer” schools—we read with great interest our colleague Daniel Buck’s recent piece, “In defense of the traditional classroom

Commentary
1.4.2024
Evidence-Based Learning, Charter Schools, Governance

How centralized enrollment systems enhance school choice

Jeff Murray

A new report from the National Center for Research on Education Access and Choice adds to the robust literature on school choice in New Orleans, shedding light on the ways in which the centralized enrollment system in the Crescent City has grown and evolved, as well a

Commentary
1.4.2024
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

How pandemic-era emergency teaching licenses diversified the teaching profession

Kate Kerin

The Covid-19 pandemic created innumerable disruptions to the education system. Among them were challenges faced by teacher candidates trying to complete licensure requirements. In response, those requirements got waived in many places.

Commentary
12.14.2023
Evidence-Based Learning, Curriculum & Instruction

What do parents need to know about the science of reading?

Robert Pondiscio

The welcome rise of the science of reading has been a sober reckoning for teachers and administrators. It also raises uncomfortable questions, seldom asked: How much faith should parents have that their child’s school and teachers understand good literacy instruction? And how much do parents need to know to advocate for their children and raise strong readers?

Commentary
12.14.2023
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

In defense of the traditional classroom

Daniel Buck

Many futuristic reformers love to hate the classroom.

Commentary
12.8.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

4 takeaways from the PISA results

Daniel Buck

The results from the Program for International Student Assessment (PISA) are in—an international standardized test of fifteen-year-olds and the first look at how countries compare post-pandemic—and the picture they paint of American education is disheartening. Here are four trends that you need to know: 1. U.S. math scores collapsed and reading stagnated.

Commentary
12.7.2023
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance

Which large school districts provide fertile terrain for charter growth?

Amber M. Northern, Ph.D., Michael J. Petrilli

Despite the amount of attention that school choice receives in the media and among policy wonks, politicians, and adult interest groups, the extent of actual competition in major school districts is not well understood. We were curious: Which education markets in America are the most competitive? And which markets have education reformers and choice-encouragers neglected or failed to penetrate?

Commentary
12.1.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education

Who’s got talent for identifying diverse talent?

Scott J. Peters, Matthew Makel

Talented and gifted school programs have a well-earned reputation for lacking student diversity.

Commentary
11.30.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

State licensure tests and science of reading instruction

Jeff Murray

Recent legislative efforts across the country have strengthened efforts to align reading instruction with the science of reading. These laws typically require teachers to use methods and materials aligned to the solid evidence base on how children best learn to read.

Commentary
11.20.2023
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Advanced Education, Teachers & School Leaders

9 thoughts on the Advanced Placement takedown in the Times

Michael J. Petrilli

Over the weekend, the New York Times published a hard-hitting 2,300-word expose by Dana Goldstein and colleagues asking “Why is the College Board pushing to expand Advanced Placement?” Its primary answer: to rake in tens of millions of dollars a year and to support CEO David Coleman’s exorbitant sal

testing
Commentary
11.20.2023
Accountability & Testing, Evidence-Based Learning, Teachers & School Leaders

Grade inflation is locking in learning loss, part 2: Solutions

Tim Daly

In my previous post, we defined grade inflation and reviewed (lots of) new evidence suggesting that it is a barrier to pandemic recovery—especially for less privileged students. Today, we will identify solutions.

testing
Commentary
11.17.2023
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

How to bridge racial and socioeconomic gaps in advanced education

Abigail Hamilton

“Excellence gaps,” or disparities in advanced academic performance between student groups, have important implications for both academic equity and American economic competitiveness.

Commentary
11.16.2023
Evidence-Based Learning, Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Do schools provide equal value to all their students?

Amber M. Northern, Ph.D.

Previous literature on school quality and teacher quality largely assumes that good schools and good teachers are beneficial for all enrolled children, which means that a school’s “value added” is typically calculated as the average effect on students.

Commentary
11.9.2023
Evidence-Based Learning, Charter Schools, Governance, Teachers & School Leaders

School choice isn’t killing traditional public schools. It’s making them better.

Michael J. Petrilli

The impact of school choice on traditional school districts, what scholars call its “competitive effects,” is an area in which there is much high-quality research. A new book critical of choice fails to wrestle with this fact.

Commentary
11.9.2023
Evidence-Based Learning, Curriculum & Instruction, Standards, Teachers & School Leaders

Grading standards and student effort: Short-run versus long-run effects

Adam Tyner, Ph.D.

A simple observation: In the U.S., high school graduation rates have increased while other measures of academic achievement—from college entrance exam scores to high school