The fall of the yellow-school-bus system requires swift modernization
“How did you go bankrupt?” Bill asked. “Two ways,” Mike said. “Gradually and then suddenly.” —Ernest Hemingway, The Sun Also Rises
“How did you go bankrupt?” Bill asked. “Two ways,” Mike said. “Gradually and then suddenly.” —Ernest Hemingway, The Sun Also Rises
Two charter networks, Uplift Education and Distinctive Schools, have provided models for supporting social-emotional learning (SEL) that other schools should emulate.
Last week’s elections were a turning point in the fraught debate over how race and racism are taught in America’s schools. Democrats failed a major test in contending that CRT is absent from our public schools, rather than listening to parents’ concerns. Yet they may take hope from Republicans already messing up this issue in the form of blatant overreach.
Terry McAuliffe surely blundered when he declared—out of context though it was taken—that “I don’t think parents should be telling schools what they should teach,” thereby handing Glenn Youngkin a perfectly-timed campaign issue.
It is not a controversial statement to say that the debate over critical race theory in schools has shed more heat than light. This is not surprising. When a relatively obscure and arcane academic field suddenly becomes a high-profile political football, hotly debated on cable news shoutfests, it is almost certainly because it has been reduced to bumper-sticker simplicity.
Gifted education has been a much-debated issue
When the University of California began phasing-out college admissions test scores as part of a recent legal settlement, the rationale was “equity.” Lawyers for the students who brought the lawsuit said that “SAT and ACT scores are largely a proxy for a student’s socioeconomic background and race,” rather than measures of ac
“Education finance guru Marguerite Roza on how schools can best spend Covid aid.” —Education Week With recent elections elevating the voice of suburban parents and the conversation on critical race theory, what will the future of education p
The pandemic has provided a stream of unsettling headlines reminding us that our kids are not OK. They have grappled with surges in loneliness, anxiety, and depression.
While the gubernatorial upset in Virginia drew the brightest spotlight, Tuesday’s election featured an unusual surge in the number of school board candidates vying for thousands of seats all over the country. Four races were especially noteworthy, both for the charged political rancor leading up to November 2, as well as the potentially broader implications from the results.
Editor’s note: We're happy to introduce Jennifer Frey, who will be writing regularly for the Fordham Institute over the next year. She is an associate professor at the University of South Carolina, where she focuses on virtue ethics.
A story that became a flashpoint in national conversations around the effects of “CRT bans” is reaching its denouement: This past week, a hearing officer appointed to adjudicate the case ruled that the Sullivan County, Tennessee, school board was justified in
Among its many educational impacts, the pandemic has reenergized efforts to expand private school choice. States like Ohio, where it already existed, have expanded eligibility and increased funding.
Congress is inching closer to making universal pre-K, expanded free school meals, and cash benefits for working-class families a reality.
Covid-19 sent a shock wave through an already changing U.S. job market, provoking “a great reassessment of work in America.”
Schools have been concerned with character formation and values since Plato sat with students under an olive tree. Today’s “social and emotional learning” is consistent with this age-old impulse. But in its form and function it can represent something different—and more worrisome—than its progenitors, especially when employed without full discussion of its priorities and methods.
Under federal law, states must assess students annually in reading and math in grades 3–8 and at least once during high school, as well as testing science once in elementary, middle, and high school.
Kathryn Paige Harden is a behavioral genetics rock star at UT Austin. Unsurprisingly for a college professor in a liberal town, she identifies as progressive. The seeming contradiction between her research interests and her political views has drawn broad attention to her first book, The Genetic Lottery.
During the first full school year after the onset of the Covid-19 pandemic, enrollment in U.S. public schools fell by about 1.1 million students, or 2 percent of prior K–12 enrollment.
Results of a recent survey published by Amazon’s Future Engineer offshoot show several disconnects between the interests, experiences, and aspirations of U.S. students in regard to computer science.
On March 2020, Massachusetts issued a scathing review of Boston’s public school system. With problems worsened by pandemic closures, can the district reform itself?
Last week brought the latest results from the National Assessment of Educational Progress’s Long Term Trend series, and they were sobering. Just before the pandemic kicked in, U.S. thirteen-year-olds saw statistically-significant declines in both math and reading—a first in the study’s nearly 50-year history. Black, Hispanic, and low-achieving students saw the largest declines. Here’s the case that the Great Recession was largely at fault.
Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth
“What research tells us about gifted education.” —Hechinger Report A celebration of the late Mike Rose and his contribution to writing instruction.