In “Collective Panic,” Martha Derthick and I argued that teachers’ unions dodged a major blow in Harris v. Quinn (2014) but that they should hold off on popping the champagne.
A few weeks ago, I used a graphic to show the four dimensions of federal accountability, each of which has a range of options. I then used this graphic to show the consensus for preserving NCLB testing.
How state education agencies can use their data to make better resource decisions. Ellen Alpaugh
What happens to the students after their schools get shut? Aaron Churchill
Kids who skip grades stay ahead of the pack. Amber M. Northern, Ph.D.
A sobering new report says our most educated generation still can’t compete. Robert Pondiscio
Jonathan Plucker, Rena Subotnik, and Tricia Ebner discuss what the new standards portend for high achievers.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts
The pundit class is raising questions about whether Scott Walker’s lack of a college degree disqualifies him from being America’s forty-fifth president. This is what educators call a “teachable moment” because the issue goes much deeper than Governor Walker’s biography.
Gadfly editorial by Chester E. Finn, Jr. and Amber M. Northern
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
This post originally appeared in a slightly different form at Psychology Today.
For the first time since No Child Left Behind became law in 2002, the Elementary and Secondary Education Act (ESEA) stands a real chance to be reauthorized by Congress. It’s been at least seven years since it was supposed to be re-upped, and it’s overdue for some changes.
Followers of Fordham’s work know that we are obsessed with charter school quality, both nationally and in our home state of Ohio. We are also a charter school authorizer, responsible for overseeing a portfolio of eleven schools in the Buckeye State—a job we take very seriously.
Recent research has shown that it may be more difficult for teachers of students with certain background characteristics (i.e., low achieving, poor, minority) to score highly on teacher observations.
TFA’s hard work and honorable open-mindedness. Alyssa Schwenk
The pros and cons of college courses in high school. Michael Brickman
Put empty Milwaukee school buildings to use for kids who desperately need them. Amber M. Northern, Ph.D.
We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute.
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
Some progressive parents will never embrace Common Core. And that’s OK. Michael J. Petrilli
For advocates of evidence-based urban education policy, a recent New York Times profile of New York City Schools’ Chancellor Carmen Fariña should offer serious cause for concern.
Turnaround advocates have little to celebrate. David Griffith
There’s no such thing as too much, too soon in reading. Robert Pondiscio
