On September 12, 1962, Dr. Martin Luther King Jr. spoke at the request of the New York Civil War Commission at the Centennial Celebration of the Emancipation Proclamation.
Far too many high-achieving children are drifting through middle and high school. Despite their potential, they don’t end up taking AP exams, achieving high marks on their ACTs, or going to four-year colleges. This limits their ability to move up the social ladder, threatens U.S. economic competitiveness, and derails our aspirations for a more just society. We must stop buying into the false assumption that high-achieving kids will do fine on their own.
Covid-19 school shock disrupted our way of doing education, unbundling the familiar division of responsibilities among home, school, and community organizations. Nearly every parent of school-age children had to create from scratch a home learning environment using online technology and rebundling school services to meet their needs.
After more than eighteen months of pandemic-induced commotion to education, data continue to roll in regarding various negative impacts on young people.
A study by Jay Greene and James Paul finds that courting Democrats has been a lost cause—and a costly one—for school choice legislation.
Increasingly, teachers are not shy about expressing their views on charged racial and political views. This may be a symptom of a profound shift in our relationship with institutions and the role they play in our lives. Where institutions once functioned as molds of our character and behavior, they’re now platforms on which we stand to be seen. And this could be cratering our trust in them.
“As a broader mechanism for equity, [Advanced Placement] has fallen short, unable to overcome the powerful structural forces that disadvantage far too many students,” writes Anne Kim in a recent long-form article in Washington Monthly titled “AP’s Equity Face-Plant.” “If the ultimate goal
We’ve been polling district finance leaders about their biggest concern in this moment, and the most common answer is financial problems down the road.
A recent study looks at the impact of
There is a growing gap in college enrollment and graduation between men and women. Is it driven by the effects of more children growing up in single-parent homes? —New York Times “Student quarantines will cause the next major school disruptions.
Recently, the Bureau of Labor Statistics released its disappointing monthly jobs report, which showed that the economy had added only 250,000 jobs in August, far fewer than the 750,000 expected.
The growth in popularity of social and emotional learning (SEL) is bringing with it increased attention to and scrutiny of what exactly SEL means and questions about whether it is something more than just another educational fad or ideological movement.
The outlook has gotten bleak for the anti-racist and CRT movements in U.S. classrooms, as Americans saw these ideas in action and largely recoiled from them. But there's another K–12 strategy for achieving racial justice: school choice.
Much as happened after A Nation at Risk, the U.S. finds itself facing a bleak education fate, even as many deny the problem. Back then, however, the denials came mostly from the education establishment, while governors, business leaders, and even U.S.
The Covid-19 pandemic caused unprecedented disruptions to teaching and learning across America, including school closures, sudden changes to instructional delivery, economic hardship, and social isolation.
The Washington Post and Ipsos recently surveyed fourteen to eighteen year olds on their attitudes toward the state of the U.S.
Boston’s next mayor will have to rise to the challenge of revitalizing the once-exemplary school district after years of declining performance.
This week, we remember and reflect upon an unforgettably tragic day. This comes amid throes of national conflicts over information, misinformation, even the nature of facts and truth themselves. Schools can’t fix all this, but they must reclaim their vital role in ensuring that Americans understand their history and the interconnectedness of today’s world.
This advice from my friend Lamar Alexander for teaching about 9/11 was published twice by Fordham, first in 2003 and again (lightly revised) in 2011.
This superb short essay by Stanford professor Bill Damon is a hard-hitting piece from a gentle, thoughtful, and learned psychologist, and (as with Senator Alexander's contribution) was first published by Fordham in 2003
A recent study published in Educational Policy is a timely look at the ways in which states’ alternative certification (or AC) policies for teachers have impacted the composition of the corps of novice educators.
A recent Annenberg working paper explores the effects of “natural” mentorships, which researchers define as voluntary and informal relationships between school personnel and students. It finds many benefits, especially for teens from low-income households.
“What schools teach about 9/11 and the war on terror.” —Houston Chronicle Men are trailing women’s college enrollment in record numbers.
