Non-test-based pathways to high school graduation raise concerns among accountability hawks as being low in rigor, subject to diminished standards,
As beloved TV personality Fred Rogers once quipped, “Play gives children a chance to practice what they are learning. . . . It’s the things we play with and the people who help us play that make a great difference in our lives.”
This whopping new report from a special committee of the National Academies of Science, Engineering, and Medicine (NASEM) is a whopping disappointment.
Editor’s note: This was first published by the American Enterprise Institute.
Covid-19 and the miseries it caused families, children, and educators around the world over the last two years seems finally to be ebbing. But in Poland where I am writing this, the plague has been followed by a brutal and senseless war in neighboring Ukraine.
With Democrats facing trouble in the midterm elections, the Biden administration has inexplicably decided to try to stave off disaster by doubling down on the teachers unions’ hoary anti-reform agenda. One example is its not-so-sneak attack on charter schools in the form of execrable regulations that could bring charter growth to a standstill. But it’s not the only one.
After living through the transformation of K–12 education in Alberta, Canada, we moved from Calgary to Colorado in 2010. Since then, we have watched the Denver Public Schools story unfold from next door in Jefferson County.
The influence of out-of-school activities such as sports and clubs on school outcomes has been an enduring
Earlier this year, I took to the pages of Education Next to make the case for NAEP to test starting in kindergarten, stating that, “The rationale for testing academic skills in the early elementary grades is powerful.” Therefore, “Starting NAEP in 4th grade is much too late.” I was wrong, and I’m sorry. Kindergarten is much too late. We must begin a program of NAEP testing for newborns.
It’s no secret that Denver’s latest school board is wreaking havoc on the suite of bold education reforms that the Mile High City was known for over the past two decades.
What makes an effective English language arts curriculum? Is it the books and other readings that it includes? The skills that it imparts to students? Something else?
A new edited volume, “Follow the Science to School,” aims to identify what science tells us about evidence-based practices in elementary schools, and describes what they look like in the real world of classrooms. Following the science into its application in this way—and sharing how it works on the ground—enables us to suggest workable answers to key questions rather than challenging every teacher, school, or district, to figure out those answers on their own.
There is much to love in George Packer’s essay on the culture wars and education in The Atlantic. He castigates both sides of the partisan aisle for their follies: the left’s support for school closures “far longer than either the science or welfare of children justified” and the
On this week’s Education Gadfly Show podcast, Mike Petrilli, David Griffith, and Victoria McDougald discuss F
Follow the Science to School: Evidence-based Practices for Elementary Education is published by John Catt Educational Press and is available for purchase from the John Catt Bookshop and Amazon.
Inflation is up, and no, I’m not talking about gas prices. I’m talking about some troubling trends observed among the 2019 graduating class of high school students in the recently released 2019 NAEP High School Transcript Study.
High school-age Americans struggling mightily with academics aren’t well served by our current approach to secondary education. But there may be a better model that would give them a more worthwhile experience and lead to better long-term outcomes: Let them take jobs while still in high school—during the school day, during both their junior and senior years, full pay included, no strings attached.
We’re all watching the news and hating what we’re seeing, the one big exception being the patriotic heroism of millions of Ukrainians (and the much smaller but still impressive collection of others who have been traveling to Ukraine to join the fight for freedom).
Editor's note: This post was originally published on tomloveless.com.
In cities across the country, selective high schools are facing increasing pressure to change their admissions policies to make their incoming student populations more socioeconomically and racially diverse. Closing these gaps is a laudable and important goal. But the most common strategies for accomplishing it are racially discriminatory, misguided, and ineffective.
Remote learning is hard to love. The nation’s forced experiment in online education the past few years has been a disaster for kids. Educators and parents alike have come to view virtual learning as a necessary evil at best, an ad hoc response to a national crisis.
A couple of weeks ago, I shared some ideas about how schools and districts can move away from the well-intentioned but deeply flawed “college for all” mindset that has permeated the education reform world and has, in turn, harmed many of the disadvantaged students whom the approach is m
It’s rare that a piece of social science makes you question the nature of your reality, but such was my reaction to the latest, much-discussed update on the performance of Tennessee’s pre-k program—or more specifically, on the fate of the 2,990 children from low-income families who applied to oversubscribed pre-K program sites across
Tennessee schools have gotten a lot of negative coverage lately. But they’re also the scene of hugely important positive developments that no one is talking about.
Eight months out from a midterm election cycle that is shaping up to be a bloodbath for Democrats, Republican Senator Rick Scott recently released an “eleven-point plan to rescue America” that speaks volumes about the GOP’s posture on education. What’s most telling is what’s missing from Scott’s plan: a serious and good faith discussion of the most pressing issues facing our Covid-constrained education system.
In the past decade, the role of the teacher in schools has slowly shifted from pedagogue to therapist.
The media have been full of
Efforts to match Black and Hispanic students with teachers of their same race or ethnicity have shown positive outcomes
Opponents of school choice regularly criticize private schools for not taking all comers, contrasting them with traditional public schools, which they claim are open to all. But that’s not true in many places, especially wealthier suburbs, where public schools are typically restricted to students who live within geographic boundaries. Attending them requires a hefty mortgage and property taxes or sky-high rents that are out of the reach of low- and middle-income families.