Editor’s note: This is the final post in a five-part series about how to effectively scale-up high-dosage tutoring.
Study after study has found that urban charter schools, and non-profit charter networks in particular, tend to be more successful at boosting student achievement than traditional public schools in similar settings. But why?
Study after study has found that new teachers tend to be less effective than educators with more experience. But despite having more junior staff, charter networks (referred to as CMOs) often outperform their district peers. So what’s their secret? To find out, this study explores how teacher effectiveness varies and evolves across traditional and charter public schools, as well as within the sector’s CMOs and standalone schools.
Editor’s note: This is the fourth post in a five-part series about how to effectively scale-up high-dosage tutoring.
Editor’s note: This is the third post in a five-part series about how to effectively scale-up high-dosage tutoring.
In the first semester of the 2019–20 school year, the San Diego Unified school district board discovered that 20 percent of Black students had received a D or F grade. In comparison, 7 percent of White students earned the same failing marks.
TIMSS is less well known to most American ed-watchers than NAEP and PISA, perhaps because it comes from a private group called the International Association for the Evaluation of Educational Achievement (IEA), but it does a first-rate job of monitoring, comparing, and explaining the educational performance of fourth- and eighth-graders in dozens of countries in the crucial subjects of math and
I became a disciple of E.D. Hirsch, Jr. early in my teaching career for one simple reason. His theories about reading comprehension—and his alone—described precisely what I witnessed every day in my South Bronx fifth grade classroom: children who could “decode” (read the words on the page) but struggled to comprehend the words they read.
“Good teaching is rocket science,” write Jim Short and Stefanie Hirsh in a new report from the Carnegie Corporation, titled The Elements: Transforming Teaching through Curriculum-Based Professional Learning. Houston, we have a problem…
The pandemic has now disrupted two consecutive school years, and its effects are certain to linger for years to come. Unfortunately, some students will be more impacted than others.
Editor’s note: This is the second post in a five-part series about how to effectively scale-up high-dosage tutoring.
“How teachers’ unions are influencing decisions on school reopenings.” —Education Week The closures of preschools during the pandemic will leave many children unprepared for Kindergarten, especially those from low-income backgrounds.
Editor’s note: This is the first post in a five-part series about how to effectively scale-up high-dosage tutoring.
Editor’s note: This is the second article in a two-part series. Part I urges readers to "listen more, empathize more, and demonize less" in these divisive times.
A long simmering feud between Denver’s school board and superintendent finally burst into the open last week following months of tensions and mutual distrust.
The federal government should provide states with new funds that target students who struggled the most to adapt to remote learning.
In part one of this two-part essay, published last week, I reflected on Clare Basil’s “definitional” challenge to the growth of classical schools—schools that take “a unifying approach to intellectual and moral formation by developing the integrity of mind and heart,”
Now that the election is over—and yes, President Trump, it is over—all eyes are on the runoff elections in Georgia, given that they will determine control of the Senate for the first two years of the Biden administration. The conventional wisdom is that Republicans will win at least one of those seats, given that GOP turnout is usually higher in special elections.
Here in Fordham’s pages, I’ve previously written about the challenge of Covid-19 learning losses at the macro level. In this article, I focus on the micro level.
For those of us who still believe that results-based school accountability is an essential part of the education renewal that America sorely needs, not many things are looking great this week.
Two years ago, Seth Gershenson and Fordham published Grade Inflation in High Schools, groundbreaking research examining the relationship between students’ Algebra I course grades and end-of-course (EOC) test results in North Carolina.
Clare Basil recently shared some thoughtful observations about the growth of K–12 classical schools, schools that take “a unifying approach to intellectual and moral formation by developing the integrity of mind and heart”—a quote Basil borrows from the Institute for Classical Educat
When it comes to education and the incoming Biden administration, all eyes are on who is put forward, likely before the year is out, as the next secretary of education.
At the tail end of a recent symposium titled “Why children can’t read—and what we can do about it” hosted by American Enterprise Institute, Margaret Goldberg, a California first grade teacher and founder of the
Nothing better evokes education reform’s predicament today than what occurred in late July when the National Basketball Association restarted its 2020 season. Players were given the option of featuring on the back of their jerseys one of about thirty messages.
A perennial complaint about holding students accountable through grades and test scores is that these mechanisms are biased against already disadva
