The National Assessment of Educational Progress (NAEP) recently released the results of the 4th grade reading assessment conducted in 2000. (By NAEP standards, alas, this is speedy: data available just a year after the test was given!) The news is not good: average scores were essentially flat across the 1990's.
Like many skillful leaders whose successes throw them before the public's eye, Wendy Kopp has her share of detractors, including some within the ranks of the unique teaching corps she created.
The Education Trust's newsletter, Thinking K-16, is usually worth a look. The Winter 2001 issue is especially fine, being devoted almost entirely to a careful but exceptionally lucid discussion of U.S. high school results during the period since the Nation at Risk report of 1983 and the declaration of national education goals in 1989. How have we fared?
Thirty percent of students surveyed in grades 6 through 10 have been involved in either bullying or being bullied themselves, according to a study released by the National Institute of Child Health and Human Development (NICHD) earlier this month.
Why does our system of teacher certification emphasize training in pedagogy rather than subject-matter knowledge? The answer can be found in this report, which traces the emergence of state control over teacher certification. The focus is on efforts by the teacher education establishment to gain monopoly control over the licensing of teachers.
President Bush campaigned on a strong education-reform platform, promising the American people that for the first time in a long time, commonsense?not special interest groups?would dictate federal education policy. Just before he entered the Oval Office, we handed him a briefing book on steps he could take to help transform the K-12 education system. In this "Memorandum to the President-Elect and the 107th Congress," we explained how the federal government has wasted billions of dollars on ineffective programs and offered suggestions for making continued federal funding matter.
More than one-third of the states get low grades for the standards they have developed for teaching evolution, according to this new report. This report is the first comprehensive analysis of how each state handles evolution in its science standards for the public schools.
How much government aid do parochial schools and their students actually receive? Connell finds that public aid flows to church-affiliated schools through many channels, though amounts vary greatly from state to state. This report is especially timely in light of the Supreme Court's important decision upholding government aid to religious schools.
Can Philanthropy Fix Our Schools? Appraising Walter Annenberg's $500 Million Gift to Public EducationCarol Innerst, Alexander Russo, Raymond Domanico
According to this new study, Ambassador Annenberg's gift has left only small footprints on the urban school systems it set out to reform. Good intentions and a generous checkbook were not enough to transform troubled urban schools. This report includes case studies of New York (by Raymond Domanico), Chicago (by Alexander Russo) and Philadelphia (by Carol Innerst) and an afterword by Chester E.Finn Jr. and Marci Kanstoroom.
Science as a search for truth has come under attack from both the left and the right. This report explores four case studies of threats to the integrity of science education.
Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine)Douglas Carnine
Education experts tend to ignore research-based practices like Direct Instruction and instead embrace constructivist methods that are not backed by good research. This report by Douglas Carnine explains why.
According to this comprehensive report, only five states combine solid academic standards with strong school accountability.
Minnesota was the first state to embrace many important education reforms, from statewide open enrollment to charter schools to tax credits for parents paying certain education expenses. This report, written by Dr. Mitchell Pearlstein, President of the Minneapolis-based Center of the American Experiment, tells the stories behind Minnesota's unique policy experiences. What lay behind Minnesota's worthy innovations? Who was responsible for the bad ideas? Mitch's short answer: governors were behind most of the proposals that expanded education choice, while the flawed policies emerged from the state's education bureaucracy.
This report explains how New Jersey has implemented high standards for teachers without causing a teacher shortage by creating an alternative certification program.
Most states are beginning to get serious about boosting the quality of their teaching force. Unfortunately, most of the steps they are taking point in the wrong direction. This 'report card' contains plenty of evidence of that fact-together with some happy exceptions and hopeful signs.
Nappi tells the engaging story of how Princeton parents tried to change 'the system' from within but had to resort to starting a charter school in order to raise academic standards.
Louis Chandler, professor of Educational Psychology at the University of Pittsburgh, determines how widespread progressive and traditional practices are in public, Catholic, and independent schools in the fairly typical state of Ohio. This report the results of his survey of 336 elementary schools that was conducted in the Buckeye State early in 1999.
This report takes a close look at the implementation of standards-based reform in one state, Washington, and asks why it was successful in some places but not others.
According to this 250-page volume, proposed federal and state policies aimed at boosting teacher-quality may well worsen the problem. Instead of adding even more politics-governance to the teacher training system, policymakers should open up the profession to well-educated individuals and should hold principals accountable for student learning.
A policy statement endorsed by governors, chief state school officers, state board members, prominent education thinkers and analysts, and veteran practitioners, which sets forth principles and policies to guide states as they prepare to hire a teaching force for the 21st century.
This book is a guide to ten of today's best-known school designs. It is meant for parents, teachers, school board members, philanthropists, civic leaders and other 'consumers' who must evaluate which, if any, of these models they want to pursue.
A survey of attitudes towards education reform in Dayton (where Mr. Fordham lived). View the survey results which show, among other things, overwhelming support for parental choice, charter schools, and higher standards.
Cizek provides a helpful primer on standardized testing. He identifies key terms, clarifies important distinctions between types of tests, and explains how to interpret (and not to interpret) their scores.
Is remediation in additional-topics providing a valuable service to society? Or does it amount to paying for someone's education twice? Read competing views of the issue in this rare Fordham look at the higher-education system.
Three Fordham staff members analyze trends spotted in academic standards across the disciplines. They found that too many state standards are vague, anti-knowledge, entranced with 'relevance,' and focused on teaching rather than learning.
With OECD data, Walberg shows that the United States' educational system is the 'least productive in the developed world.'
Tracking and ability grouping strategies differ widely from school to school. They diverge even more widely from their portrayal in the popular criticisms of the 1980s. This report digs into the sensitive matter of whether those criticisms are valid today. The answer tells a more complicated and more honest story than we have heard before on this topic.
In this review of state math standards, authors Raimi and Braden found a disturbing lack of 'mathematical reasoning' in most of the 47 state standards they examined; only three states earned 'A's' while 16 states flunked.
This review of state science standards is the final in our series of reports analyzing state standards in the five core content areas. For this review, author Lawrence S. Lerner analyzed the science standards of 36 states and found that state science standards are the strongest of the five disciplines we studied. Based on his analysis, six states earned 'A' grades, seven earned 'B's,' and only nine flunked.