The quality of education research has greatly improved since the Institute for Education Sciences was launched almost fifteen years ago. Its research studies and evaluations are having an impact on the national policy debate—such as the reaction we’ve seen to IES’s recent analysis of the D.C.
The quality of education research has greatly improved since the Institute for Education Sciences was launched almost fifteen years ago. Its research studies and evaluations are having an impact on the national policy debate—such as the reaction we’ve seen to IES’s recent analysis of the D.C.
What if every child in American schools had the equivalent of an IEP, i.e. we customized the education of every unique student? What if we focused on pupil strengths rather than weaknesses? What if we freed their teachers from paperwork and allowed them to instruct their students as they think best?
Since Donald Trump’s election and Betsy DeVos’s selection as Secretary of Education put private-school-choice programs in the national spotlight—after years of steady growth at the state level—advocates across Twitter and the blogosphere have been offering ideas on what a big push at the federal level might look like.
Ohio’s current approach to school funding (K-12) has several strengths, including its ability to drive more state aid to disadvantaged districts and to add dollars for students with greater educational needs. But in a time when Ohio’s budget – like that of many other states – is stretched thin, policy makers need to ensure that every dollar is being well spent.
Ohio charter schools have long reported struggling in their efforts to secure school facilities.
One of the few education promises President-elect Trump made on the campaign trail was to launch a major new federal initiative on school choice. By nominating choice advocate Betsy DeVos to be his secretary of education, he indicated that he was serious about it.
A quarter-century ago, Minnesota passed America’s first charter school law. While charters have veered from the expectation that they would act as “incubators of innovation,” they have become a transformative force in education that has racked up notable successes when serving disadvantaged inner-city kids.
It’s been twenty-five years since Minnesota introduced chartering to America.
Educational choice is a strategy to provide children with opportunities to receive the education that works best for them. In recent years, private-school-choice programs have blossomed, doubling (since 2010) both the number of such initiatives and the number of children benefiting from them.
Education reformers have taken to the blogosphere and social media to debate the tensions inherent in an ideologically diverse movement. Much of the discussion has focused on our differences; what's been overshadowed is what we still have in common.
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There’s little doubt that education and opportunity are tightly joined in the twenty-first-century economy. Almost every week brings a new study demonstrating that highly skilled workers are being rewarded with stronger pay and excellent workingconditions, while Americans with few skills are struggling mightily.
The Spring 2016 issue of Education Next is dedicated to revisiting on its 50th anniversary James S. Coleman’s 1966 report “Equality of Educational Opportunity” better known as the Coleman Report.
In 2015, nearly 13 million schoolchildren across the country took a brand new “next generation” assessment: PARCC, Smarter Balanced, or ACT Aspire. These tests promised parents, teachers, and community members a better understanding of their students’ preparedness for college and career.
Under the newly enacted Every Student Succeeds Act (ESSA), states now face the challenge of creating school accountability systems that can vastly improve upon the model required by No Child Left Behind (NCLB).
The bill is signed, the law is enacted, the debates are a fading memory. Now a new phase of the fight begins. Join Mike Petrilli of the Thomas B.
With almost half of its students attending charter schools, Washington, D.C. is one the leading school-choice cities in the nation.
When underprepared students enter postsecondary education, they face steep odds; Ninety percent of individuals who start community college in remedial courses leave without any sort of credential. And for low-income students, who make up 70 percent of those taking remedial courses, the odds are truly devastating.
Fordham President Mike Petrilli moderates a panel with the leaders of turnaround districts operating in Louisiana, Tennessee, and Michigan.
Fordham President Mike Petrilli talks with the TNTP helmsman about the organization’s future and the role of teacher evaluation in education reform.
Jonathan Plucker, Rena Subotnik, and Tricia Ebner discuss what the new standards portend for high achievers.
Testing, accountability, and the new ESEA.
A daylong investigation into the role education can—and must—play in promoting upward mobility.
What does school leadership development in England look like, how is it changing, and what can other countries learn from the English approach?
Fordham's Mike Petrilli and AEI's Mike McShane discuss the growth of Vergara-like fights nationwide and the pros and cons of taking the tenure debate to the courts.
This is a conversation and discussion with Elizabeth Green on new book, Building a Better Teacher: How Teaching Works (and How to Teach It to Everyone).
