GAO and George Miller don’t understand how special education works
No single public school is expected to serve students with every single type of disability. Except, apparently, public charter schools.
No single public school is expected to serve students with every single type of disability. Except, apparently, public charter schools.
Success requires failure
On integration and differentiation
Encouraging hard work in the nanny state.
Statewide textbook adoption distorts the market, entices extremist groups to hijack the curriculum, enriches the textbook cartel, and papers the land with mediocre instructional materials that cannot fulfill their important education mission.
The performance of America's top students was a hot topic on Wisconsin's WSAU radio this morning, as Mike appeared to discuss the findings of Fordham's recent High Flyers study.?
Amber Winkler, Fordham's VP for Research, recently traveled China as a Senior Fellow with the Global Education Policy Fellowship Program (GEPFP).
Last night was fun for the kids, but today is every education wonk's favorite holiday: NAEP release day! Kevin Carey is already out with some savvy analysis; let me add some thoughts on the trends in reading.
[pullquote]"I got to tell you, the only viable political strategy for getting broad-based support of school reform on that premise is to get those middle-class parents drunk.? -AEI's Rick Hess[/pullquote]We wrap up coverage of Monday's panel discussion, ?The Other Achievement Gap,?
The left-leaning Think Tank Review Project reviews virtually every analytic report that Fordham publishes—and they have yet to find one that they like.
In this guest blog post, the team at?
Listen live this evening at 5:35 p.m.
I was prepared for a rant against all things reform when I started reading the New York Times Q & A interview with Maria Velez-Clarke, the principal of the Children's Workshop School in Manhattan's East Village, about the school's C-grade from the City.?
Guest blogger Ze'ev Wurman, an executive with Monolithic 3D, a Silicon Valley startup, has participated in developing California's education standards and assessments in mathematics since the mid-1990s.
Differentiation, tracking, and the needs of high-achievers are hot topics these days, thanks in part to Fordham's recent study Do High Flyers Maintain Their Altitude? Performance Trends of Top Students.
As a journalist for the better part of 30 years (not counting the samizdat paper I wrote and published (on my dad's mimeograph machine) in my high school seminary), I worship our first amendment.?
Last week, Fordham released a groundbreaking new study on high-achieving students, titled Do High Flyers Maintain Their Altitude? Performance Trends of Top Students.
You can read Sam Wang and Sandra Aaamodt's ?Delay Kindergarten at Your Child's Peril? essay in today's New York Times for what the two neuroscientists have to say about the development of young brains ?
Fordham's new report released on Tuesday, Do High Flyers Maintain Their Altitude?
The Obama administration's new waiver plan (officially here, and covered extensively here,
Yesterday, we looked at the first finding of Fordham's new groundbreaking study, Do High Flyers Maintain Their Altitude?
Yesterday, Fordham released a groundbreaking study examining the achievement of individual high-performing students?or ?high flyers??over time.
If America is to remain internationally competitive, we need to maximize the potential of our top students. Over the last decade, however, federal and state education-accountability systems?particularly in the wake of the No Child Left Behind Act (NCLB) of 2001?have placed primary emphasis on moving low-performing students toward proficiency.
We asked a few experts to weigh in on our new study, "Do High Flyers Maintain Their Performance: Performance Trends of Top Students," as part of an online forum we'll be hosting on Flypaper over the next couple days.
I gave up bashing teachers years ago, when I realized that, as with soldiers in the trenches, they had their hands full just staying alive.
This week, teachers across the land are greeting students, assigning seats, issuing textbooks, struggling to remember everyone's name?and doing their best to teach one of the most challenging lessons of the year: the events of September 11, 2001, why they happened, why they matter, and why we are commemorating them.
Any number of organizations are offering advice about what to teach schoolchildren about the events of September 11, 2001, yet (unlike that day's murderous pilots) most sorely miss the mark. Fordham's publication, "Teaching about 9/11 in 2011: What Our Children Need to Know," highlights the danger of slighting history and patriotism in the rush to teach children about tolerance and multiculturalism. It combines ten short essays by distinguished educators, scholars, and public officials from our 2003 report, "Terrorists, Despots, and Democracy: What Our Children Need to Know," essays that feel more timely than ever, and includes a new introduction by Chester E. Finn, Jr. reflecting on how the lessons of these essays apply today.
Yes, believe it or not, the ideological wars can be brought to the teaching of mathematics.? So argues a professor of education at the University of Delaware School of Education, Tonya Bartell, in an article she's written for the National Council of Teachers of Mathematics:?
Of the many theories that have overtaken educational policy and practice, few have been as influential as the belief that every child learns in his or her own way (see Howard Gardner, Frames of Mind:The Theory of Multiple Intelligences, 1983, which set the ?one size fits all? world on fire).?