Moral facts and the Common Core
Just when you thought we’d run out of things to blame on the standards. Kathleen Porter-Magee
Just when you thought we’d run out of things to blame on the standards. Kathleen Porter-Magee
This post has been updated with the full text of "No time to lose on early reading"
Both teacher and student characteristics ought to influence instructional design. Megan Lail
I’d like to see Bobby Jindal use a teleprompter the next time he attacks Common Core. I’d like to be reassured he knows how to read.
When we talk about high standards, accountability, and school choice, one essential element is often overlooked: giving parents and education leaders information they can actually use. It’s one thing to produce data, but quite another to make it useful—easily understood, comparable, and actionable.
Character education with real characters. Peter Sipe
A few weeks ago, I used a graphic to show the four dimensions of federal accountability, each of which has a range of options. I then used this graphic to show the consensus for preserving NCLB testing.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
There’s no such thing as too much, too soon in reading. Robert Pondiscio
Revisiting the Common Core debate in Ohio
Busting myths, but not much to cheer about
It’s fascinating—and telling—how rapidly the zillion issues tucked away in the Elementary and Secondary Education Act have been distilled down to arguments about testing.
It’s the Holy Grail! If only we could figure out what it is. David Griffith
All the pro-testing talking points you’ll ever need. Robert Pondiscio
The word around town is that support for annual testing among rank-and-file members of Congress—in both chambers and on both sides of the aisle—is dangerously low. They are constantly hearing complaints from their constituents about the overuse and abuse of standardized tests, and many are eager to do something about it.
At Inside Schools, a website for parents covering New York City schools, reporter
Editor's note: This post originally appeared in a slightly different form in the Daily News and City Journal.
As I wrote last week, with the ESEA reauthorization process heating up, lots of advocates are now trying to influence the congressional deliberations. Secretary Duncan weighed in this morning.
Some of ed reform’s leading lights finally see that what kids learn makes a difference. Robert Pondiscio
Previously, I posted about the perils of applying standards-driven instruction to reading classrooms.
Just in time for Christmas, my Fordham colleague Mike Petrilli has left a present under the tree for inquisitive children and busy parents who don’t think the sky will fall if the kids get a little screen time now and again (it won’t).
It was the best of times, it was the worst of times. Michelle Lerner, Robert Pondiscio, and Alyssa Schwenk
Editor's note: This post originally appeared in slightly different form on the Commentary website.
College isn’t the only springboard to the middle class. Michael J. Petrilli
Good morning. It’s wonderful to see so many friends and colleagues here today. My name is Michael Petrilli, and in August I took over as the president of the Thomas B.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee