Our society is failing its most important task: fostering human flourishing. And schools aren’t helping. Far too many students graduate unprepared to think critically, navigate community, or develop the resilience needed to face life’s challenges.
Editor’s note: To read more about this topic from Mike Goldstein and Sean Geraghty, co-founders of the Center For Teen Flourishing, see “What are students doing between 6 p
Across the country, tens of thousands of high-achieving children are sitting at their desks, waiting for the challenge they deserve. But for many—and above all for those from low-income families—that wait won’t end.
There is a widely-held belief that the foremost mission of American public education is to provide a pathway to success for every student, including those who face considerable life obstacles. However, persistent achievement gaps along dimensions of race, income, family education level, and other factors challenge the truth—or at least the practicality—of this conviction.
Editor’s note: This is the third in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.
Editor’s note: This is the second in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.
By all accounts, urban charter schools are an uncontested victory of the bipartisan education reform movement.
In recent years, homeschooling has quietly become one of the fastest-growing corners of the school choice movement.
For better or worse, AI, and especially chatbots associated with large language models, are already changing the daily rhythms of education here and around the world.
Editor’s note: This is the first in a three-part series in which Miriam Kurtzig Freedman reflects back on a half-century of special education law in the United States.
The science of reading (SoR) movement has driven states and districts to improve teacher preparation, adopt evidence-based materials, and clarify for K‒3 instruction. Yet one critical tier remains missing: early childhood education (ECE).
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that fa
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure
The ubiquity, pervasiveness, and personalization of smartphones are reshaping behavior at a scale and speed never before seen. The classroom cannot compete with the attention economy on its terms. The smarter approach is to change the rules of the game entirely so that students spend less time swiping and more time solving for x.
A few weeks ago, Mike Petrilli asked readers of his SCHOOLED Substack: “Are high school graduation standards too low?” The initial responses from Dan Goldhaber, Checker Finn, and Matt Gandal were a consisten
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
Editor’s note: This essay is an entry in Fordham’s 2025 Wonkathon, which asked contributors to answer this question: “What needs to happen next—at the state, district, and school levels—for the science of reading revolution to fulfill its promise and ensure that far more
