I've gotten a lot of push-back for calling the Race to the Top results ?disastrous? for the Administration, and for arguing that Secretary Duncan should have overruled his peer reviewers and awarded grants to Louisiana and Colorado.
The education news websites and blogs are crackling. Race to the Top! The winners! The losers! The behind-the-scenes intrigue! But outside the borders of education nation, few people know, and even fewer care, about Race to the Top. Hard to blame them.
?We know that the hard work is ahead of us.'' ?Merryl Tisch, chancellor of New York's Board of Regents
Fordham's Research Director Amber Winkler made a guest appearance on Fox & Friends this morning. The topic was whether teachers should receive cultural awareness training, to make them more sensitive to their students' backgrounds. Check out the segment here. And if you missed it, Amber should be back on the show Sunday, discussing the same topic!
A woefully low percentage of high school seniors are primed to succeed
African-American boys still face an uphill academic battle
The value-added debate in LA?may seem a little tame after reading the Medford (OR) Mail Tribune's problems.
So, my tiny school district (1,950 students, $43 million budget) just got word that we will be getting over $580,000 from the Education Jobs Fund (Ed Jobs) program (otherwise known as Public Law No. 111-226), passed just a couple weeks ago.?
The next time Tom Friedman or one of his flat-world henchmen buttonhole you and tell you how America is just about to become India's doormat, in part because India produces so many math-and-science-genius engineers, tell him about the article in today's New York Times th
I'm just back from lunching at Washington, D.C.'s Kelly Miller Middle School, one of seven schools selected this year by the district to be in a pilot program that will feed students meals prepared by DC Central
On sober, morning-after reflection, let me say this about Race to the Top. Arne Duncan deserves at least a B for initiating and persevering with it.
?I have to scratch my head and wonder why. But at the end of the day, that is the process, and we'll live with it.'' ? Paul Pastorek, Louisiana's superintendent of education
Is there more to school reform than student achievement? Baltimore schools CEO Andres Alonso would say no.
Back-to-school season is in full swing.?? Of the seven schools that Fordham authorizes, five have already opened their doors and by the middle of this week nearly all Ohio school kids will be back in classes. But it won't be till this Friday morning that the Ohio Department of Education will release annual report cards for both district and school performance.
Sick of hearing stories about cuts facing K-12 education? Here’s a change: The nation’s most expensive public school ever will open its doors next month to 4,200 K -12 students. Robert F. Kennedy Community School located in Los Angeles cost an astonishing $578 million.
A new report from the national Fordham team surveys 30 American cities to find out which have environments that are most conducive for school reform (measured by factors such as access to human capital, a solid funding pipeline, a thriving charter-school market, etc.) The report also grades cities accordingly – no city earned an “A,” while Columbus ranks alongside eight others
A few weeks ago Fordham hosted an event in our hometown of Dayton to discuss findings from a student mobility study we commissioned.
Don’t miss another vigorous, frank, and eye-opening discussion of Fordham’s own experience authorizing charter schools in Ohio—and how that compares to authorizing elsewhere. Join us Thursday, August 26 from 3:30 to 5:00 pm in Fordham’s DC office (1016 16th St.
American Federation of Teachers, Council of Chief State School Officers, National Education Association, National Staff Development Council August 2010
Schott Foundation for Public Education2010While its title sounds hopeful, this report’s findings are not very auspicious. The Schott Foundation for Public Education takes an in-depth look at the education of Black males across the US (and state-by-state), analyzing several areas related to performance, such as graduation rates and reading proficiency.
