There’s much energy in the cosmos these days around civics education, history education, maybe even “patriotic” history and civics education.
There are two aspects of standardized testing to which opponents tend to object: The testing itself and how the results are used.
On this week’s podcast, Timothy Daly, co-founder and CEO of EdNavigator, joins Mike Petrilli and David Griffith to discuss
Covid-19 is upending what parents think about America’s schools, motivating them to seek different ways to educate their children. It’s also inspiring enterprising individuals and imaginative policymakers to create new ways to support that parent demand for change.
I’ve made no secret over the years of my admiration for the work of Doug Lemov. When I was a new and clueless fifth grade teacher in 2002, his essential book, Teach Like a Champion, was unfortunately still a few years away.
The pandemic has left us in a world quite different from the one before. While we’re faced with plenty of new challenges, we also have the opportunity to test out creative solutions.
The first-ever virtual political conventions have come and gone, during which neither party offered a serious path forward on education reform. The Democrats belong to the self-interested teacher unions, and the GOP has become a single-issue party in pursuit of choice, leaving us with a lot of talk but little action.
Around six months ago, stay-at-home orders and school closures upended normal life for children of all ages across the United States. The loss of academic learning has been a huge concern, but we’re not talking enough about the implications of long-term “social distancing” for babies, toddlers, and preschoolers.
Upon the pandemic-induced closure of schools across the country this past March, millions of students and parents were thrust into a brand-new world of remote learning. Where else would they turn for help but the internet?
The National Center for Rural Education Research Networks (NCRERN) is a recently established organization out of Harvard that studies and supports a network of rural school districts in New York and Ohio.
In the early stages of the coronavirus pandemic, a group of researchers at Arizona State University (ASU) surveyed students at that school to determine the impact of Covid-19 on their current and future plans—including their enrollment decisions, study habits, remote learning experiences, labor market participation, and more.
The Republican party has no 2020 platform. They refer people looking for one to the 2016 version. That goes for education along with everything else. The Trump-Pence campaign website doesn’t display policy positions, either, though there’s a section on “promises kept” that includes one skimpy page on education.
On this week’s podcast, Gregg Vanourek joins Mike Petrilli to discuss Fordham’s new report that Gregg authored,
Remote learning did not go well in the spring. What we need, then, are concrete recommendations for how to significantly improve the remote learning experience for students, teachers, and families. Fordham’s new report, Schooling Covid-19, provides just that, with ideas culled from educators who achieved striking success in the face of the viral challenge this spring—educators from some of the nation’s leading charter school networks
If you do a quick search on Teacherspayteachers.com, one of the most popular sources for online teaching materials, you’ll see that “distance learning resources” are now front and center.
Eventually we’ll learn whether our mass experiment in “remote learning” leads to durable changes in the U.S. education system, such as more students taking some of their courses online or opting out altogether from school as we know it. In the meantime, the massive digital footprint this experiment is creating can provide fresh insights into how students spend their days.
The Covid-19 pandemic has caused plenty of problems in education, but a recently published study offers a sliver of good news for schools that—despite recent budget constraints—may soon find themselves in need of additional teachers to make social distancing feasible
Last spring, the Covid-19 pandemic upended routines for over 56 million students and challenged more than 3.7 million teachers in over 130,000 schools nationwide to continue educating kids in an online format. This transition to “virtual learning” was understandably trying for all educators, schools, and districts, but some managed to do far better than others.
Equity need not be pitted against excellence. But let’s not pretend there are no trade-offs. The two are in tension, if not actual conflict, in many matters of policy and practice. We can assume that progressives will always take the “equity” side. So if conservatives don’t make excellence a priority—be it in matters organizational, academic, or related to extracurricular activities and other nonacademic pursuits—nobody will.
Editor’s note: This was first published as part of the American Enterprise Institute’s Sketching a New Conservative Agenda Series.
Editor’s note: This was first published as part of the American Enterprise Institute’s Sketching a New Conservative Agenda Series.
Perhaps it is only when we lose something that we realize its true value. A recent study by Matthew Kraft and Manuel Monti-Nussbaum finds that in-person teaching time in the classroom—now a precious commodity that many students and teachers won’t experience again for a while—was not properly safeguarded when we had it.
A newly released study by The Harris Poll fielded during the first week of August finds that 57 percent of parents of school-age children “wish schools would just cancel this fall and re-open in the spring.” An even higher percentage of fathers—63 percent—say so.
Following numerous Covid-19-related testing cancellations, over 50 percent of four-year colleges and universities have, for fall 2021, gone “test-optional,” an admission policy providing the choice to applicants of whether to submit their ACT and SAT scores.
For more than sixty years, Advanced Placement exams have been an “in person” affair. AP exams have always been administered in schools with paper test booklets, then hand-graded at massive gatherings of teachers and college professors.
Between learning loss from an interrupted spring semester and new pandemic-related financial struggles that families are facing, many students are canceling, delaying, or changing their plans to enroll in higher education.
The Covid-19 pandemic brought sudden and near total disruption to the K–12 system. Almost every single school in the country had to figure out how to serve students at home. Few succeeded.
In the Center for Reinventing Public Education’s latest report, I was shocked to read that, “less than a third of reviewed district reopening plans reference intervention strategies to help targeted students make up learning they may have lost during spring or summer.”
The tremor that you felt last week was the dropping of a new Emily Hanford radio documentary, “What the Words Say: Many kids struggle with reading—and children of color are far less likely to get the help they need.” Since she started reporting on reading several years ago, Hanford has kept up the pressure on the
The private schools in Montgomery County, Maryland, where I live, are breathing a sigh of relief that, after much sturm und drang this past week, they’re back in charge of their own decisions about whether and how to re-open.
