Ben Carson quotes about education
Editor's note: This post was first published on Flypaper on May 5, 2015.
Editor's note: This post was first published on Flypaper on May 5, 2015.
If you take an interest in the intersection of American education and law, the news this month has clearly been dominated by one story: The death of Antonin Scalia has transformed the ideological complexion of the Supreme Court during
School ratings decline due to rising academic standards but a more accurate depiction of college and career readiness emerges
Rural school districts face many of the same challenges as their urban counterparts: lots of students living in poverty, low college-attainment rates among parents, high and growing numbers of ELL students, and diffi
Over the past decade, Tennessee has seen steady growth in math, science, and social studies scores. Those gains have been accompanied, as in many states, by rising high school graduation rates. But all is not well in the Volunteer State.
A new Harvard University study examines the link between Common Core implementation efforts and changes in student achievement.
Los Angeles is our country’s Mecca for magic and transformation. It’s where long-extinct dinosaurs come alive, marionettes turn into real boys, and Ryan Reynolds gets chance after chance to anchor film fran
Thanks to No Child Left Behind and its antecedents, American education has focused in recent decades on ensuring that all children, especially those from poor and minority backgrounds, attain a minimum level of academic achievement.
Editor’s note: This is the fourth in a series of blog posts taking a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
I’m appalled that The Donald might actually win the Republican nomination running on a “platform” of bombast and xenophobia. But like many of you, I’ve also been trying to understand his appeal. A booming cottage industry—shall we call it Trumpology?—is emerging to explain his supporters to the rest of us. Is it the strength that he projects? His image as a “winner”?
How is education money better spent?
Editor’s note: This is the third in a series of blog posts that will take a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
For some, the ivory tower of academia is “ivory” in more ways than one.
A new study, Public Pre-K and Test Taking for the NYC Gifted & Talented Programs: Forging a Path to Equity, released by NYU's Steinhardt School of Culture, Education, and Human Development, discovered a positive side effect of participat
By Darien Wynn
By Andrew Scanlan
Way back in the days of NCLB, testing often existed in a vacuum.
Over the years, students have resorted to all kinds of chicanery as a means of concealing bad grades from their parents. Intercepting report cards in the mail has long been a reliable standby, along with the artful application of X-Acto knives, whiteout, and copy machines.
By Morgan Polikoff
By Michael J. Petrilli and Chester E. Finn, Jr.
If you care about state education policy and/or the new federal education law, you ought to spend some time doing three things. First, consider how the performance of schools (and networks of schools) needs to be assessed.
Reformers always face backlash, no matter the realm. People and institutions, structures and routines, budgets and staffing arrangements—all are tailored for the status quo. Indeed, they define the status quo, and myriad interests are then enmeshed in keeping things the way they’ve always been.
On February 2, I had the privilege of being a judge for the Fordham Institute’s ESSA Accountability Design Competition. It’s widely known that I’m a fan of using competition to drive policy innovation, and this competition did not disappoint.
I walked away from Fordham’s School Accountability Design Competition last Tuesday pleasantly surprised—not only at the variety of fresh thinking on accountability, but also at how few submissions actually triggered the “I think that’s illegal” response. I left encouraged at the possibilities for the future.
The Fordham Institute’s recent accountability design competition put a lot of great ideas on the table.
Editor’s note: This is the first in a series of blog posts that will take a closer look at the findings and implications of Evaluating the Content and Quality of Next Generation Assessments, Fordham’s new first-of-its-kind report.
By Amber M. Northern and Michael J. Petrilli