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Displaying 1621-1650 of 17507 results
Commentary
7.20.2022
Curriculum & Instruction, Advanced Education, Teachers & School Leaders

Balancing equity and excellence in selective high schools

Brandon L. Wright, Paula Olszewski-Kubilius, Evan Glazer

Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.

Commentary
7.15.2022
Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

How do teachers spend their time?

Mike McShane

One of my favorite quotations comes from J.R.R. Tolkien’s The Fellowship of the Ring. When Gandalf the wizard recounts the story of the ring and the havoc that it has brought to Middle-earth to the hero Frodo, Frodo says to him, “I wish it need not have happened in my time.” To which Gandalf replies, “So do I, and so do all who live to see such times.

Commentary
7.15.2022
Evidence-Based Learning, Governance, Advanced Education, Teachers & School Leaders

Gifted-student screenings often miss poor students who should qualify

Bich Thi Ngoc Tran, Jonathan Wai, Sarah McKenzie

High-achieving students from low-income backgrounds are half as likely to be placed in a gifted program as their more affluent peers, according to our new study.

Commentary
7.14.2022
Curriculum & Instruction, Governance, Standards, Teachers & School Leaders

Can we revive standards-based reform?

Chester E. Finn, Jr.

Few people have done more to boost academic standards in U.S. schools than Michael Cohen and Laura Slover, coauthors of a new paper offering a bright vision for revitalizing them. But there are reasons to doubt the feasibility of its proposals.

Commentary
7.14.2022
Curriculum & Instruction, Advanced Education, Teachers & School Leaders

Stop neglecting gifted students’ social and emotional needs

Susan Miller, Tom Coyne

Back in February, Bloomberg’s Adrian Wooldridge published a column claiming that “America is facing a great talent recession.” He noted that, “today, demand for top talent in the corporate world and elsewhere is exploding just at a time when the supply is t

Commentary
7.14.2022

What we're reading this week: July 14, 2022

The Education Gadfly

Fifty years of data on gifted youth finds that, contrary to some assumptions, achieving success later in life doesn’t cause unhappiness.

Commentary
7.7.2022
Curriculum & Instruction, Governance, Private School Choice, Teachers & School Leaders

The swirling private-school universe

Chester E. Finn, Jr.

The universe of private elementary-secondary schooling in America today is diverse and confusing, with innumerable twists and turns in efforts to use public funds to help families access schools that suit them—including private schools of all colors and stripes. But the virtue of these institutions is that they’re different, which also means very different from each other. Which complicates the quest to deploy public dollars to assist families to choose them.

Commentary
7.7.2022
Evidence-Based Learning, Teachers & School Leaders

On the persistence of the achievement gap

David Armor

I read Mike Petrilli’s very interesting article “How to narrow the excellence gap in early elementary school” in Fordham’s June 2 Education Gadfly Weekly.

Commentary
7.7.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Does keeping students with the same teacher for multiple years boost outcomes?

Nathaniel Grossman

The relationship between teacher and student has profound effects on learning. A new study explores whether schools can strengthen this relationship over time by keeping students with teachers for more than one year.

Commentary
7.7.2022

What we're reading this week: July 7, 2022

The Education Gadfly

A fifty-year longitudinal study of over 2,000 gifted students finds no connection between success and unhappiness. —The Wall Street Journal The story of Glenn Youngkin’s rise to political prominence in Virginia through education.

Commentary
7.6.2022
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

Hope and progress for gifted education

Brandon L. Wright

This is the first edition of “Advance,” a new Fordham Institute newsletter that will monitor the progress of gifted education. Here, Wright recounts recent developments that reinforce two truths: Gifted education is a clear and substantial good, and it can be much better.

Commentary
7.1.2022
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Building better evidence on pre-K by strengthening assessments of children’s skills

Meghan McCormick

Research has found that high-quality pre-K programs can have positive impacts on children’s learning and development, improving outcomes like literacy and math skills in the short-term and even increasing

Commentary
6.30.2022
Curriculum & Instruction, Teachers & School Leaders

Teaching virtue in the digital age

Jennifer Frey

Because of social media’s well-documented risks and harms, we must teach teens to exercise good practical judgment in the challenging circumstances of the online spaces they will need to navigate in our digital age. Parents play an important role. But so should schools, which ought to develop curricula that model how to interact online in ways that meet their general standards and expectations of their student’s social lives.

Commentary
6.30.2022
Curriculum & Instruction, Governance, Teachers & School Leaders

Exit interview: Carey Wright, Mississippi’s State Superintendent of Education

Robert Pondiscio

One of the most unlikely education stories of the last decade has been the rise of Mississippi as a star of NAEP and a science of reading proof point. When looking for models to follow, researchers and policy wonks usually point to places like Shanghai and Finland, even Massachusetts. But Mississippi? Who saw that coming?

Commentary
6.30.2022
Evidence-Based Learning, Governance

Baked in: School quality and home values

Amber M. Northern, Ph.D.

If you want to know which schools are good, ask a realtor—so goes the conventional wisdom—and families often do so.

Commentary
6.30.2022

What we're reading this week: June 30, 2022

The Education Gadfly

​​​​​Covid-19 caused “the biggest disruption in the history of American education.” —The Atlantic A call for “a fundamental shift in state accountability systems, in which states primarily hold districts accountable for the coherence of their instructional program and its con

Commentary
6.23.2022
Governance, Teachers & School Leaders

Public education’s compensation problem

Don Parker

Great education requires great teachers, but the existing system makes it too difficult to retain the best and replace the worst. Fixing this requires, among other things, more generous pay. Instead we face the profession’s persistent, declining productivity.

Commentary
6.23.2022

What we're reading this week: June 23, 2022

The Education Gadfly

“The end of school reform?” —Checker Finn and Rick Hess The U.S. Supreme Court rules that Maine can’t exclude religious schools from its tuition program, but allows for possible restrictions based how the funds are used.

Commentary
6.16.2022
Governance, Teachers & School Leaders

The mass exodus of teachers isn’t what you think it is. It’s far worse.

Jeremy Adams

Districts across the land are witnessing a mass exit of teachers from classrooms, the likes of which has never been seen. It’s going to get worse, says Adams. And it isn’t about low salaries, paltry pensions, or lack of financial support. Teachers are leaving in droves because so many of our children are utterly broken, student behavior is abhorrent, and accountability is out of vogue in our schools.