Despite much anti-choice talk in national politics and some Congressional pushback, 2021 has seen an impressive string of victories for school choice at the state level, which is where it matters most. Was it the pandemic? Has the salience of the anti-school choice argument weakened over the past year? Or does Donald Trump deserve a lot of the credit? Read more.
Gone are the days when we could all agree with Ben Franklin’s sunny admonition: “Indeed the general tendency of reading good history must be, to fix in the minds of youth deep impressions of the beauty and usefulness of virtue of all kinds.” Instead, we must cope with political polarization, schools preoccupied with the achievement gap, students who learn from social media, and adults who are t
The prolonged fracas within and far beyond the National Assessment Governing Board (NAGB) concerning a new “framework” for NAEP’s future assessment of reading has been ominous on several fronts—as I haven’t hesi
Why fight over critical race theory when we can choose? You teach oppression studies; I’ll teach American exceptionalism. It’s a simple and obvious solution. But it’s also a naïve and unsatisfying one. School choice may “solve” the CRT problem for an individual family, but it can’t address the clear interest that every American holds in the education of the next generation.
Text-message nudges have been a viable tool in early-childhood literacy in recent years, with parents or guardians receiving occasional missives to encourage specific literacy activities with their children.
A new working paper from researchers out of the University of Virginia uses data from the state’s kindergarten literacy assessment, the Phonological Awareness Literacy Screening (PALS), to examine how the subsequent achievement trajectories of kindergarteners who enter school with similar literacy levels differ by race and/or SES. The findings are worrying.
Education policy is a leading issue for Boston’s mayoral race, especially policies for exam schools and the method for selecting school board members.
O-H-I-O: School reform victories in the Buckeye State
A new Heritage Foundation survey of more than 2,000 parents and teachers shows significant divides about teaching critical race theory. But there largely is consensus that civics content should focus on the duties of citizenship, not CRT.
I’ve taught U.S. history to high schoolers for almost twenty years, during which time I’ve worked in multiple states with students of varying personal and cultural backgrounds. Below are the five things that I think I’ve learned. 1) Our students need more exposure to U.S. history.
Fordham’s new report found that twenty states have “inadequate” civics and U.S. history standards that need a complete overhaul. An additional fifteen states were deemed to have “mediocre” standards that require substantial revisions. This fits the lackluster showing of U.S. students on the NAEP exams in these subjects, and suggests that some schools barely teach this content at all. Unfortunately, the obstacles in the way of improving this sad state run up and down the line.
For our constitutional democracy to survive, much rests on our ability to resolve “…differences even as we respect them,” which is The State of State Standards for Civics and History in 2021 report’s definition of the social purpose of civic education.
My 2009 copy of Why Don’t Students Like School by Dan Willingham is among the most dog-eared and annotated books I own. Along with E.D. Hirsch’s The Knowledge Deficit (2006) and Doug Lemov’s Teach Like a Champion (2010), I’m hard-pressed to think of another book in the last twenty years that had a greater impact on my teaching, thinking, or writing about education.
While women have largely erased, and in some areas even reversed, the historic gender gap in educational attainment, some career outcomes can still skew along gender lines.
The Education Gadfly Show #776: Can curriculum reform succeed where the rest of standards-based reform failed?
On this week’s podcast, Morgan Polikoff, Associate Professor of Education at USC, joins Mike Petrilli
Is America a racist country? Or the greatest nation on earth? Or both or neither or some of each?
The Thomas B. Fordham Institute’s review of state standards for U.S. history and civics comes at a critical moment in American civic life. As a nation, we are failing to maintain a high functioning democratic society on multiple fronts.
A crisis like a pandemic can spark unpredictable changes in trends and behavior, like widespread mask wearing in the United States. But it also can accelerate changes that were already underway but otherwise would have taken root much more slowly.
Across America, states are constitutionally responsible for providing K–12 education, but in practice school districts are the primary structure by which education is delivered. The vast majority of such districts are run by locally elected school boards.
Education Secretary Miguel Cardona addressed the charter sector, encouraging leaders to diversify their staff and saying he opposes federal funding for for-profit charters.
Is America a racist country? Or the greatest nation on earth? Such a divisive question leaves little room for the complexity, richness, and nuance of our country’s past and present. But it’s the sort of question that often seems to get asked in today’s polarized environment. Small wonder, then, that the tattered condition of civics and U.S. history education constitutes a national crisis.
Over the past several years, schools have begun to reckon with the level of trauma students are dealing with and the effect that trauma has on students’ lives and their ability to learn. An increased focus on trauma-informed models has given leaders the beginnings of a road map to helping affected students be successful.
I have such vivid memories of my first day of my first year of teaching. Kids filling into their desks—so many different personalities, moving pieces, things to keep track of. That first class seemed to both fly by and stretch on for eternity. At the end, I was wiped. I had no idea how I’d do this four more times that day and then 180 more times this year.
At Fordham, we’re not big on grand anniversary galas, the sort of fancy events where organizations toot their own horns and bask in the praise and accolades of longtime friends. We’re not that kind of boastful. But as we get ready to reopen our offices after the long pandemic misery, it’s worth noting that 2021 marks our twenty-fifth anniversary.