“Are schools quarantining too many students?” —Education Week New books by Michael Sandel and Adrian Wooldridge discuss whether the Western world’s move toward meritocracy has been a net negative or positive, but Wooldridge’s use of history makes for a stronger case.
On this week’s podcast, Peter Warren Singer, strategist and senior fellow at New America and defense policy exp
The past eighteen months have been some of the most tumultuous in the history of our nation. The twin pandemics of Covid-19 and social injustice have highlighted how today’s students face very different expectations than students encountered in previous generations.
At Partnership Schools, we believe that one thing that separates effective turnaround efforts from failed experiments is the ability of the leader to articulate a clear, coherent, and actionable vision for change.
“Hi. Welcome to the future. San Dimas, California. 2688.” Rufus, played by George Carlin, thus opened the American film classic Bill and Ted’s Excellent Adventure by explaining that, in the distant future, everything is great. The water, air, and even the dirt is clean.
Black Lives Matter protests, raging wildfires, a monumental election, and the global pandemic. As a seventeen-year-old growing up in Portland, Oregon, these past eighteen months have been the craziest I have ever experienced. Never would I have thought that I would essentially miss the entirety of my junior year of high school, forced into taking classes in a solely online environment.
As traumatized students return to classrooms, educators must be ready to handle worsened behavior issues, as some kids externalize the suffering they’ve been through and re-learn how to “do school.” Unfortunately, the discipline policies in place in many schools may exacerbate the challenge, potentially setting us up for disaster.
Parents across the country are up in arms over their school systems’ equity initiatives. To be clear, this is not “equity” as I came to define it when I started teaching nearly a quarter century ago.
In the early days of the pandemic, I was dismissive of “new normal” talk about Covid’s long-term impact on schooling. There was good reason for skepticism.
When it comes to career and technical education, there’s one state that seems to be getting things just about right: Connecticut.
The Education Gadfly Show #784: Remote learning worked well for some students. What schools can learn from that.
On this week’s podcast, Alyson Klein, assistant editor and education writer at Education W
The pandemic derailed many high schoolers who are no longer on track for graduation. Here’s how schools can fix that.
Advocates for social and emotional learning (SEL) have pushed for schools to embrace the teaching of healthy life skills to students.
There is a heated debate going on among school choice advocates, in which the essential question is whether school choice is sufficient to reform American education. The civil disagreement belies a tension within the conservative movement writ large between the libertarians and the institutionalists. But it needn’t be a stalemate. A means to palliate the competing undercurrents can be found in our nation’s very founding.
Divisions about mask and vaccine mandates, in-person versus remote learning, student discipline, and racism and anti-racism in the curriculum will make it difficult for schools to serve anyone well this year.
We don’t usually picture science class when we think of social and emotional learning (SEL) or whatever we decide to call it, perhaps because scientists and engineers, unlike artists and writers, are often depicted as socially awkward or emotionally cold in popular media.
Reading on a computer screen became a must for millions of youngsters at the onset of pandemic-induced school closures when they lost access to classrooms and library books in school buildings.
In the early days of KIPP, or the Knowledge Is Power Program, and other networks of urban charter schools that drafted in its considerable wake, the highly prescriptive form of classroom management and teaching these schools pioneered was a subject of intense fascination and considerable optimism.
On this week’s podcast, Daniel Buck, a teacher and Fordham’s newest senior visiting fellow, joins Amber Northern and
K–12 education in the United States is notoriously complex, as every state, district, and school has some autonomy when it comes to moulding the minds of our youngsters.
The biggest takeaway of our new report, "How to Sell SEL," is that most moms and dads want their children to acquire social and emotional skills and think that schools have a role in making that happen, even as they recognize the key role that they and other family members play. Read more.
State civics and U.S. history standards are less politically biased than before. Let’s keep it that way.Jeremy A. Stern, Ph.D.
In 2020, as we began to look at state U.S. history standards for the first time since 2011, I was concerned about what we would find.
The radio show Marketplace recently ran a piece asking, “Can changing home appraisal language help close the wealth gap?” The story examined structural racism in the housing market, specifically the wealth gap that persists as a result of Black and Hispanic families having t
In states as diverse as West Virginia, Florida,
Many teachers are paid according to salary schedules that reward seniority and degrees earned, the result of state laws that require school districts to follow this rigid compensation scheme.
On this week’s podcast, Adam Tyner and David Griffith discuss the Fordham report Adam just authored on parental a