view

A hypothesis: NCLB-era achievement gains stemmed largely from declining child poverty rates

There’s a strong relationship between a child’s socioeconomic status and his or her academic outcomes, so it stands to reason that improved economic conditions for lots of children should be associated with achievement gains. And indeed, that’s precisely what we saw in the decades before the Great Recession struck. But are those two trends linked?

Michael J. Petrilli 7.10.2019
NationalFlypaper

Research for a Purpose

Fordham produces relevant, rigorous, and actionable policy research on the most important issues in K–12 education.

Browse Our Research

Policy Priorities

Fordham’s education policy work focuses primarily on three areas: High Expectations, Quality Choices, and Personalized Pathways. We believe that all schools that are supported with public funds should be held accountable for helping their students make academic progress from year to year; that all parents deserve to have a range of high-quality options, as well as reliable information with which to make the best choice for their children; and that students have a variety of needs, interests, and ambitions, and that our K–12 education system ought to reflect this variety.

Learn More

National Events

In our nation’s capital, the Thomas B. Fordham Institute hosts a wide variety of panel discussions, book events, lectures, and other convenings that feature renowned policymakers, authors, community stakeholders, educators, and activists.