Remodeled Report Cards, Remaining Challenges
Fordham's 2012-13 sponsorship annual report addresses our schools’ perspective regarding persistent challenges and how the schools address those challenges.
Fordham's 2012-13 sponsorship annual report addresses our schools’ perspective regarding persistent challenges and how the schools address those challenges.
It often seems that when wonks, researchers, and legislators get together to talk education reform, they exclude one group of stakeholders—a group for whom these reforms mean the most and upon whom their success depends: teachers.
This study by Dan Goldhaber and colleagues examines whether the restrictiveness of a district’s bargaining contract is influenced by “spillover” from contracts in a nearby community.
Tuesday was the 150th anniversary of the Gettysburg Address.
The following is the text of testimony on NGSS delivered by Kathleen Porter-Magee to the D.C. Board of Education on November 20, 2013.
Class size is an incessant policy issue—something like a leaky faucet. The din of the class-size debate drips in the background while the thunderclaps roar (Common Core! Charters!). Many parents and teachers drone on about class-size reductions; fiscal hawks want class-size increases.
The Philanthropy Roundtable's generally praiseworthy magazine hits a number of topical education-policy issues in its Fall 2013 issue.
No matter what side of the ed-policy debate you fall into, getting effective teachers in front of disadvantaged students is a priority for almost everyone. Yet this new study from Mathematica and AIR highlights just how far we are from ensuring that lower-income kids have access to the same quality of teachers as their affluent peers.
The Cleveland Plain Dealer delves deep into on-the-ground implementation of the Common Core in Cuyahoga County.
A brief look at recent reports on the Talent Transfer Initiative, an effort to kick start improvement in low-performing schools by inducing great teachers to transfer there.
Analysis of Ohio charter school performance on NAEP assessments.
Analysis of the recent Columbus schools' levy defeat.
State's charter school program, as a whole, needs a major repair.
This report by Kalman “Buzzy” Hettleman reviews the One Year Plus policy currently being implemented in Baltimore City schools—a program built on the premise that high expectations will lead to strong outcomes in special education, just as they would in traditional education.
This fascinating new study published by NBER examines whether early-retirement incentives impact student achievement. Researchers analyzed an early-retirement policy in Illinois that allowed teachers to retire early in 1992–93 and 1993–94.
Does slow and steady win the race? That’s what education analysts are hoping after digging through the newly released math- and reading-achievement scores on the bi-yearly National Assessment of Educational Progress (NAEP).
With the polls closed and votes counted, the most interesting school district in America will remain interesting:
We’re scanning the horizon for resourceful, intelligent, detail-oriented, hard-working individuals capable of excelling in an intellectually stimulating and often intense work environment. In other words, we seek a new cohort of research interns. Research experience is desired, strong writing skills are a must, and a passion for education reform is greatly welcome.
Who I am and why I decided to work on the Common Core State Standards