Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay won third place in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?
Editor’s note: This essay won second place in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further
Three decades ago, the College Board “recentered” the SAT. Now it’s “recalibrating” Advanced Placement. Though both adjustments in these enormously influential testing programs can be justified by psychometricians, both are also probable examples of what the late Senator Daniel P.
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
This essay focuses on A Republic, If We Can Teach It: Fixing America’s Civic Education Crisis, a new book by Jeffrey Sikkenga and Hoover research fellow (emeritus) David Davenport.
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
About seven in ten (72 percent) high school teachers say that students being distracted by cellphones is a major problem in their classroom.
Everyone benefits from exemplars. We all need models to mimic and follow. In the policy realm that means states, legislatures and governors who pass policies and reforms that materially improve the lives of their residents.
For several years now, critics have been blaring klaxons about the questionable quality and increasing
Teacher voice is often missing from education policy discussions, leading to what can feel like an adversarial relationship between pundits and practitioners. Educators for Excellence (E4E) strives to reframe that relationship by amplifying the interests and concerns of teachers across the land.
The media coverage of Project 2025, which on education is little more than a wish list of standard conservative policy, has trafficked many falsehoods.
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
It may be true that Kamala Harris is, at heart, your typical progressive Democrat from California. But she has an unusual opportunity to shed some of that political baggage. Indicating that she will be open to education reform is one of the best ways to do so.
On this week’s Education Gadfly Show podcast, Dale Chu, a senior visiting fellow at the Fordham Institute, joins M
Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?”
In a word, yes! It’s never enough, and there’s no resting on laurels, but we have solid evidence over thirty years in America and beyond that students learn more when they—and their schools—are held to account for what and how well they’re learning.
Academic advancement programs (especially those branded as “gifted and talented”) are often at the center of controversy about equity in education.
The conventional wisdom is that school closures are bad—not the temporary pandemic-era variety, but the permanent shuttering of underenrolled school facilities.
On Monday, Donald Trump chose Senator J.D. Vance as his running mate, signaling a doubling down on his MAGA brand. As far as education is concerned, this means tapping into broad parental discontent over educational and education-related issues, many of which were turbocharged by the pandemic.
Perhaps no modern American education reform has enjoyed the success and staying power of charter schools. Three-plus decades after Minnesota passed the first charter law, 3.7 million students now attend charters, the majority of whom are children of color and come from low-income families.
Spend any length of time in education and you can’t help notice pendulum swings as ideas about what constitutes effective practice fall in and out of fashion. There’s no reason to expect the “science of reading” movement to be an exception.
As policymakers grapple with pandemic-induced learning loss across the country, intensive tutoring has emerged as a promising solution.
The overturning of Chevron deference, which placed a high level of trust in federal agencies to interpret ambiguous statutes, could mean sweeping changes in education in the short term alongside more stability long term.
On this week’s Education Gadfly Show podcast, Francis Pearman, an assistant professor of education at Stanford University, joins Mike an
