Black families have valid reasons to distrust authorities, and that may be one reason they are skeptical about sending their children back to school during the pandemic.
Dan McKee, poised to be Rhode Island’s next governor, is a model of how to improve schools for all childrenErika Sanzi
Rhode Islanders just saw their governor, Gina Raimondo, tapped to become President-elect Biden’s Secretary of Commerce.
Bridging the Covid Divide: How States Can Measure Student Achievement Growth in the Absence of 2020 Test ScoresIshtiaque Fazlul, Cory Koedel, Eric Parsons, Cheng Qian
When the Covid-19 pandemic hit the U.S. last spring, schools nationwide shut their doors and states cancelled annual standardized tests. Now federal and state policymakers are debating whether to cancel testing again in 2021. One factor they should consider is whether a two-year gap in testing will make it impossible to measure student-level achievement growth during this historic period.
As the world struggles through some of the darkest days of the pandemic, and more schools shift back to remote learning, we at the Thomas B. Fordham Institute are spending most of our time thinking about what comes next: educational recovery.
When the news broke last month that Dr. Miguel Cardona had been tapped to be the nation’s next education secretary, a friend of mine texted me asking, “Have you heard of him?” To be honest I hadn’t, but it wasn’t an entirely unreasonable question.
Nearly every day, social media plucks some poor, anonymous face in the crowd from obscurity and makes him famous. If you’re making New Year’s Resolutions this year, one should be never to be that guy.
The Education Gadfly Show: What does Miguel Cardona’s time in Connecticut imply about his future in Washington?
On this week’s podcast, Subira Gordon, executive director of Connecticut’s ConnCAN, joins Mik
“Charter schools deliver extraordinary results, but their political support among Democrats has collapsed.
It is becoming increasingly clear that pundits and well-meaning education advocates fail to fully grasp the deep distrust that some parents have long had for their children’s schools.
We have had a challenging year with news cycles filled with troubling news about the coronavirus, racial injustices, violent rioting, and polarizing elections. But through all this, we have seen people come together and care for one another, such as how teachers drove by in a motorcade to greet their students.
President-Elect Biden has confirmed that he will nominate Dr. Miguel A. Cardona to serve as the next U.S. Secretary of Education. He appears to be a prudent choice for Biden, earning support from teachers unions and education reform groups, including charter operators. Cardona is the current Connecticut Commissioner of Education.
As with most years, 2020 has been a busy one for the Fordham research team. We published many groundbreaking studies, adding contributions to the evidence base on literacy, civic education, education funding, school choice, and gifted programs, among others.
As with everything else in the world, American K–12 education was rocked back on its heels only three months into 2020. School closures, reopening, and recovery became the focus of teachers and state, district, and school leaders. Remote learning became the bane of students,’ parents’, and teachers’ existence.
What if we can’t change at scale the distribution of academic outcomes among disparate groups of students? What if our hope that public education can erase inequality is in vain? If these things were true, how would what we ask of schools—and how we measure their success—change?
Long before Covid-19 hit, far too many students were struggling to stay engaged, experiencing the effects of learning loss, and had inequitable access to high quality educational opportunities. Nine months into the pandemic, we’ve seen these barriers amplified, and students and families are calling on education providers to not just respond but use this crisis to innovate.
The Education Gadfly Show: Emily Oster and Noelle Ellerson Ng answer the big question: Will schools reopen this spring?
On this week’s podcast, Noelle Ellerson Ng, associate executive director at AASA, the School Superintendents Association, and Emily Oster, Professor of Economics at Brown University, joi
Despite a stampede of interest in students’ social-emotional development (SED), gathering data on—and measuring the success of—such initiatives remain
Like traditional public schools, charter schools are publicly funded according to student enrollment. But compared to their district counterparts, charters have long received far less per-pupil funding.
“In the midst of winter, I found there was, within me, an invincible summer.” —Albert Camus
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.
On this week’s podcast, Katharine Stevens, visiting scholar at the American Enterprise Institute, joins Mike Petrilli and David Griff