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Displaying 421-450 of 18422 results
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

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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

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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

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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
Ohio HALO report cover
Report
11.7.2025
Advanced Education

The Leaky Pipeline: Assessing the college outcomes of Ohio’s high-achieving low-income students

Stéphane Lavertu

Our latest report sheds light on the academic trajectory of high-achieving, low-income (HALO) students in Ohio. They have demonstrated their potential to reach college and use it as a springboard to the American dream. Yet due to the widespread neglect of their talents, our education system allows too many of them to fall through the cracks.

Ohio HALO report cover
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
wonkathon
Commentary
11.7.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Beyond a science of reading policy checklist

Kymyona Burk

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
11.6.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

Unlocking the science of reading

David Steiner

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
11.6.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Redefining the federal role in literacy: Strengthening grants to drive statewide reform

Rianna Saslow

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
Leaky pipe
Commentary
11.6.2025
Evidence-Based Learning, Curriculum & Instruction, Governance, Advanced Education, Teachers & School Leaders

The leaky kindergarten-to-college pipeline for high-achieving, low-income students

Aaron Churchill , Michael J. Petrilli

America is wasting much of its human capital. That’s because many high-achieving, low-income students—we call them HALO students—fall off the education track and never reach the gates of our top colleges and universities. Regrettably, these capable young people won’t reap the benefits of a four-year degree, which remains a generator of upward mobility and career success.

Leaky pipe
Student at school
Commentary
11.6.2025
Evidence-Based Learning, Career & Technical Education, Teachers & School Leaders

CRPE on special education: Great diagnosis, wrong prescription

Chester E. Finn, Jr.

A remarkable new data engine and provocative policy paper from the Center on Reinventing Public Education should serve to refocus the attention of policymakers and ed-reformers on the many shortcomings of special education as it has evolved over the past half-century.

Student at school
Students on computers at school
Commentary
11.6.2025
Curriculum & Instruction, Governance, Teachers & School Leaders

The illusion of learning: The danger of artificial intelligence for education

Robert Pondiscio

In the spring of 2000, E.D. Hirsch Jr. published an essay in American Educator titled “You Can Always Look It Up—Or Can You?” It’s one of those pieces that distills a lifetime of insight into a few pages. Hirsch argued that the notion of teaching “learning skills” instead of knowledge was deeply misguided.

Students on computers at school