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Displaying 361-390 of 17507 results
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

From slogans to scores: What has to happen next for the science of reading to actually work

Daniel Whitlock

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

wonkathon
wonkathon
Commentary
11.13.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The science of reading is not about policies, it’s about practices

Jason Kamras, Taikein Cooper, Alyssa Schwenk

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

wonkathon
wonkathon
Commentary
11.13.2025
Curriculum & Instruction, Teachers & School Leaders

Give reading teachers better systems

Ed Jones

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

wonkathon
Teenagers using cellphones
Commentary
11.13.2025
Curriculum & Instruction, Teachers & School Leaders

Sex, drugs, and screens: Why schools can’t win the dopamine Olympics

Dale Chu

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.

Teenagers using cellphones
Graduates
Commentary
11.13.2025
Accountability & Testing, Curriculum & Instruction, Governance, Teachers & School Leaders

The slippery slope of relaxed high school graduation standards

James Peyser

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

Graduates
wonkathon
Commentary
11.12.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Spark engagement, reimagine early literacy: An educator’s perspective on bringing joy back into the classroom

Stephanie Dowlearn

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

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

It’s not a miracle, it’s a marathon

Jenn Vranek, Ila Deshmukh Towery

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

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

What’s next for the science of reading movement? Leadership.

Lisa Coons

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

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Rising with reading: A Lexile-based path to literacy for every student

Clifford Jones , Lee James

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

wonkathon
wonkathon
Commentary
11.12.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

What happens when everyone reads from the same page: The collaboration the science of reading still needs

Sarina Sande

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

wonkathon
wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Teachers & School Leaders

Science of reading, meet evidence-based spending

Sara Kerr, Heather Boughton

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

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wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Lightbulb moments and the science of reading

Victoria R. Haberman

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

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Wonkathon
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Systems, not slogans: Real change requires relentless implementation

Kunjan Narechania, Jessica Baghian

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

Wonkathon
wonkathon
Commentary
11.11.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Reading improvement will require bigger goals and more learning spirit

Emily Freitag

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

wonkathon
Wonkathon
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction

Read by grade three? How about reading (and writing) beyond it

Miah Daughtery

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

Wonkathon
wonkathon banner
Commentary
11.11.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Don't just pass reading laws—build sustainable literacy systems

Annie Morrison, Kathy Kelly

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

wonkathon banner
Wonkathon banner
Commentary
11.10.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

The science of reading revolution has the right science—but the wrong system

Lisa Wyatt , Kelsey Hendricks

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

Wonkathon banner
wonkathon
Commentary
11.10.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Why a focus on skill type is necessary to help more children learn to read

Munro Richardson

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

wonkathon
wonkathon
Commentary
11.10.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

We have lost the plot on the science of reading

Emily Shisler

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

wonkathon
Wonkathon banner
Commentary
11.10.2025
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

To make science of reading laws work, invest in educators

Emilie Raczek

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

Wonkathon banner
wonkathon
Commentary
11.10.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

How young is a young developing reader?

Pamela Nevills

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

wonkathon
wonkathon
Commentary
11.7.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Look at the children: What we miss when we talk about the science of reading

Julie Wible, Maureen Mirabito

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

wonkathon
Wonkathon
Commentary
11.7.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

The 90-minute solution: How states, districts, and schools can make reading science stick

Megan Reder-Schopp

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

Wonkathon
Wonkathon
Commentary
11.7.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Dead LETRS: What good is a mandate without great PD?

Kata Solow

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

Wonkathon
wonkathon
Commentary
11.7.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

From laws to literacy: The science of reading needs more than statutes to succeed

Kristen McQuillan, Robert Pondiscio

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

wonkathon