Investing more in apprenticeships could make a huge difference in launching the careers of young people across the country. —Heather Long, The Washington Post The closure of several Rochester public schools shook the community to its core.
Editor’s note: This was first published by the Manhattan Institute.
Indiana’s new proposed legislation on altered diploma requirements redesigns the purpose of a high school education, which I believe will have negative consequences for students across the state, with regard to the diminishing skills of global-mindedness and perspectives.
High-quality studies find that charter schools boost achievement by more than their traditional-public-school counterparts—an advantage that is particularly large for students of color in disadvantaged urban communities, and one that has only grown larger as the charter sector has expanded and matured.
Society as a whole has largely bounced back from the dark days of the pandemic, but life inside our schools is arguably worse than ever. Attendance is dismal. Cheating is pervasive. Cell phones are everywhere. Disorder abounds. And for all these reasons and more, kids are learning less than they were back before the plague struck. The right way to respond is to embrace tough love. That means, first and foremost, again holding students accountable for their behavior.
It’s widely acknowledged that a bit of healthy competition is a good thing in most contexts. Among other things, it pushes businesses to create better products and athletes and musicians to train longer and harder. But what about in education?
Over the past six months, I’ve had an extended conversation about “equitable grading” with Joe Feldman, the author of Grading for Equity (see here,
For years, researchers have pointed to the quality of educators as the key to school performance.
The demographic makeup of America’s K–12 students is steadily changing, with schools nationwide welcoming increasingly diverse cohorts of young learners.
A Walton/Gallup survey finds that half of all Gen Z teens do not plan to attend college—but schools are not doing enough to engage and challenge students pursuing non-college pathways.
In 2003, as part of a broader education reform package, the Commonwealth of Massachusetts began requiring high school students to pass Massachusetts Comprehensive Assessment System (MCAS) exams in math, English language arts, and science in order to earn a diploma.
When it comes to the current storm of concern over student cellphones in schools, the conventional wisdom is that it’s educators on one side versus p
Fordham’s new study by Paul L. Morgan and Eric Hengyu Hu, "Explaining Achievement Gaps: The Role of Socioeconomic Factors," raises as many questions as it answers. Among them: How can we explain the different patterns for the Black-White achievement gap for reading, on the one hand, and math and science, on the other? Why does SES explain so much more of the Hispanic-White gap than the Black-White gap? And what’s the role of family structure in explaining the Black-White and Hispanic-White gaps?
During the fateful presidential debate between Joe Biden and Donald Trump, there was nary a mention of education. No questions on the topic from the moderators.
Classical education is undergoing a renaissance. According to a recent analysis by Arcadia Education, the classical sector is growing by 5 percent annually with a total projected enrollment of 1.4 million students by 2035.
As a teacher both during and immediately after the pandemic, I was constantly on the receiving end of some version of: “You must be so relieved that the pandemic is over.” My response was always: “Actually, it has only gotten worse.” And it’s not just me.
A recent CALDER study by Darrin DeChane, Takkako Nomi, and Michael Podgursky utilizes test data from Missouri’s state assessment, known as MAP, to assess how well these test scores predict
A new analysis of six decades of yearbook pictures shows that students who have more freedom to be creative with their style in high school might also be more inventive later in life.
“Come see me in the office.” Uh oh. I probably got caught teaching again.
As the United States heads toward the semiquincentennial (!) of the Declaration of Independence, as we near an election that’s uncommonly consequential (!), and as many worthy groups strive to rekindle civics in American schools and colleges, it’s time to revisit and revive the superb animated video series named Liberty’s Kids
The conventions of college admission essays demand tales of unparalleled grit and overcoming adversity. Yet for many seventeen-year-olds, their time on Earth has been marked by only by an unbroken series of mundane and typical experiences. What to do?
Just when I thought that book ban debates were so last year—gone the way of critical race theory or the Common Core, subsumed by the latest controversy over Title IX or Project 2025—it seems those grouchy conservatives are at it again.
A recent article in the Boston Globe dug into a controversy that is dogging Massachusetts’s highly-regarded system of regional career and technical education (CTE) high schools.
“Shifting NYC school demographics: There are nearly as many Asian American as Black students.” —Chalkbeat Free meals for all children, longer-than-average Covid closures, and a focus on gender and racial equality: Did Tim Walz
The specific connection between increased school funding and student outcomes remains unclear—regardless of whether the added dollars are blanket or targeted—and the
Students and colleagues of former public school teacher and current Governor Tim Walz speak highly of his skill and charm. Could he be just as popular as Vice President Harris’s running mate?
