Spending More of the School Day in Math Class: Evidence From a Regression Discontinuity in Middle School
We take a look at the evidence for and against "double dosing" in middle school math.
We take a look at the evidence for and against "double dosing" in middle school math.
This piece was originally published the United States Chamber of Commerce’s website on Wednesday, July 23, 2014. Six days later, two legislators proposed a new legislative assault on Ohio’s New Learning Standards, which include the Common Core State Standards in math and English language arts.
Do Ohio's multiple accountability "systems" erode the very foundation of accountability?
First of a two-part analysis looking at early indicators to future success.
Why do many high-achieving students struggle to sustain their academic performance over time? Eric Parsons, an economist at the University of Missouri, takes a crack at finding the answer—and unearths a paradox. In this study, he follows a single cohort of high-performing students in Missouri from grade 3 through grade 9 to see which school factors influence their academic success.
Roughly 30,000 kids in Ohio take advantage of a publicly funded voucher (or “scholarship”).
Nearly three decades ago, 320 students below the age of thirteen took the SAT math or verbal test and placed in the top 1 in 10,000 for their math- or verbal-reasoning ability (some called them “scary smart”).
The appointment of former educator and experienced administrator Carmen Fariña as the new chancellor of New York City’s one-million-student public school system has been met with cautious optimism from several fronts, spanning from those who hope she will
Earlier this week, the New York Times featured an editorial on gifted education, noting that even our best students were in the middle of the pack in the recent PISA results.
Fordham's 2012-13 sponsorship annual report addresses our schools’ perspective regarding persistent challenges and how the schools address those challenges.
A better approach to “affirmative action”
Education Trust discovers high achievers
Illinois Governor Pat Quinn signed legislation last week that places a one-year moratorium on new virtual charter schools outside Chicago and directs a state commission to study the effects and costs of virtual charters.
This report is based on the responses to an online survey conducted in Spring 2013 with 344 school district superintendents in Ohio. The survey covered seven education policies, specifically: Common Core State Standards, teacher evaluations, the Third Grade Reading Guarantee, open enrollment, A-to-F ratings for schools and districts, individualized learning (blended learning and credit flexibility), and school choice (charter schools and vouchers). It also included several questions on general attitudes towards school reform in Ohio and two trend items. Download today to discover the key findings!
Our Gadfly readers won’t
It’s open season on Pearson, the corporation everyone loves to hate—but this time, though they have crossed a serious line, far too many state leaders and reformers are holding their fire
Information is power
The Obama administration’s budget proposal was late to the par
Re-examining the College Board's AP data for Midwestern states
A recap of Fordham's visit to Ohio's lone charter dedicated to serving gifted students
March 20 Columbus event about gifted education
Ohio's college-bound students do well, but room aplenty to improve
Divided we stand
Up with selective public high schools!
Profiles of six public high schools that serve poor and minority students to high levels of excellence.
Invest in the game-changers
Our annual analysis of school performance in our home state's major urban areas, plus a projection of proficiency rates when the PARCC exams arrive in 2014-15.
Everyone and their mothers are talking about the so-called “fiscal cliff”—the automatic budget cuts and tax increases that will affect all federal discretionary spending programs, cut you off in traffic, steal an old lady’s handbag, and wreak general havoc if lawmakers don’t co
"Moving Up" is The Thomas B. Fordham Foundation's charter school sponsorship accountability report for 2011-12. Through it, we hope to help readers understand the complexities of charter schools and better appreciate the hard work of the teachers, school leaders, and board members who serve not only the schools we sponsor but also the schools around the state and nation that are working to make a difference in the lives of children. This year's report features an in-depth look at the struggles of two Fordham-sponsored schools in Dayton; it is researched and written by former Dayton Daily News reporter and editor Ellen Belcher.
We need to raise the ceiling for Ohio's highest-performing students