A skills gap occurs when the demand for a skilled workforce increases faster than the supply of workers with those skills. As the U.S. economy recovered from the 2008 Great Recession, that gap was evident in many economic sectors.
On this week’s podcast, Paul DiPerna, vice president of research and innovation at EdChoice, joins Mike Petrilli and D
Editor’s note: This essay was first published by Ed Source. As Californians adjust to a restricted and socially distant life amid the coronavirus pandemic, each of us is forced to refocus on what is most important in our lives.
A few weeks ago, the Fordham Institute had Deven Carlson, assistant professor of political science at the University of Oklahoma, as our special guest on the Education Gadfly Show podcast. We were curious about the impacts of school closures—the ones due to poor performance or under-enrollment, not COVID-19—both on students whose schools are shuttered and on their new schoolmates.
Editor’s note: This blog post was first published by Partnership Schools.
Denver Public Schools (DPS) has long prided itself on being ahead of the curve when it comes to education reform. It was one of the first major urban districts in the country to negotiate a pay-for-performance system for its teachers in 2005.
Editor’s note: This blog post was first published by Partnership Schools.
The last time I saw my third grade reading students was more than 40 days ago. Like most schools across the country, ours closed its doors as a safety measure to help slow the spread of COVID-19. And like most schools and districts, we faced the challenge of how to ensure our students continued to learn when they could no longer be inside a classroom.
Early childhood care providers are heroes. On a regular day, they create loving, nurturing, and educational environments for our youngest, whose brains are developing more in this short period than they will at any other time in their life.
The coronavirus pandemic has confronted school district management teams with four unprecedented challenges:
The complicated matter of how to help students make up ground when they return to school has two main camps. One wants every student to master key skills before moving on, and the flexibility for teachers to go back and spend time filling in the gaps. The other camp wants teachers to spend most of their time remaining on pace with grade-level material. There’s a way to help catch kids up that takes both into consideration.
This year’s holiday from federally-mandated end-of-year assessments in math and English language arts will undoubtedly embolden test haters to declare once again—and louder than ever—that we never needed those damned exams in the first place and that our schools and students are far better off without them.
As thoughts start turning to reopening schools, there’s been no shortage of advice on what educators need to do to prepare and how they should go about doing it. One emerging piece of consensus is that schools may need to start the school year remotely as part of rolling closures triggered by new outbreaks.
Although there’s wide variation in teacher effectiveness, research shows that educators can learn from their colleagues and in supportive professional environments.
On this week’s podcast, John Bailey, visiting fellow at AEI, joins Mike Petrilli and David Griffith to discuss AEI’s new
The education policy discussion during the COVID-19 crisis is as raucous as ever. Equity. Learning loss. Online education. These are all familiar fights, and the pandemic has not arrested them.
With schools shuttered nationwide by the COVID-19 pandemic, states had no choice but to cancel standardized testing for the 2019–20 school year. Although certainly less pressing than many other COVID-related issues, the test stoppage is a long-run concern for states and school districts that monitor student performance using annual tests.
New partnerships are emerging across the U.S.
With the coronavirus outbreak disrupting nearly every aspect of our work and learning, educators nationwide have been scrambling to provide remote instruction to their students. But what are they and their schools doing to provide children with social and emotional supports during this tough time?
Secretary DeVos has declined to press Congress to waive major provisions of IDEA, the primary federal law governing the education of students with disabilities. This was the right call, and leaves school districts who have been slow to act facing greater challenges and expenses when in-person schooling resumes.
Education leaders nationwide are working twenty-four/seven to set up distance-learning opportunities for their students for the rest of the school year.
A crisis—less organic but no less virulent than the coronavirus pandemic—has been raging through the United States for years. Between 1999 and 2016, the rate of drug-related mortality grew 225 percent, due mostly to opioid overdose deaths.
On this week’s podcast, Noelle Ellerson Ng, associate executive director of advocacy and governance at AASA, the School
Editor’s note: This blog post was first published by Partnership Schools.
Over the last several weeks, educators accomplished the mammoth task of setting up remote learning for the remainder of the COVID-19 pandemic. As time passes, school on Zoom will become the new normal. It is important in this in-between moment to bring our attention to something we probably have not thought enough about lately.
COVID-19 has delivered countless challenges for essential workers, from nurses and doctors risking their lives due to shortages of PPE to grocery clerks maintaining calm amid hordes of panicked shoppers.
I used to leave my phone at the front of the classroom in case of emergencies at home. Of course, I didn’t advertise its place there, but also of course, the students found it and would snag it during community time. They couldn’t access the contents—a teacher knows to keep everything locked down—but they could access the camera, and they would snap whole reels of pictures.
The world has changed. Our understanding of what matters most is evolving to meet new realities. This is as true in education as anywhere. Since “school as usual” isn’t an option, how can we chart a course forward, particularly for our youngest learners in kindergarten and first and second grades? How can we continue to cultivate the critical foundation for a lifetime of learning?
Teachers, parents, and students might be interested in a free educational resource related to the hit Broadway musical "Hamilton." As the website explains:
On this week’s podcast, Mike Petrilli, Robert Pondiscio, and David Griffith debate how much we can expect districts to do du
