Do you know how your school district supports advanced learners? Our latest report dives deep into district policies, evaluating their effectiveness. Read more. fordhaminstitute.org/national/resea…

Data from before and after Covid school disruptions are analyzed together, showing which students were affected, how badly, and how much the economic cost to them could be. fordhaminstitute.org/ohio/commentar…

Charter authorizers should pay closer attention to applicants’ education and financial plans, which significantly predict the resulting schools’ math performance (unlike other elements of the application), write Alex Quigley and David Griffith. fordhaminstitute.org/national/comme…

Narrowing race and income gaps in advanced education programs requires better screening, writes Janet Kragen, who taught in these programs for four decades. This means examining not only how districts screen students, but also whom they screen—and why. edadvance.substack.com/p/better-ident…

In part 2 of a series on teacher evaluation reform, Tim Daly summarizes the heyday of the movement, which lasted roughly six years from 2009 to 2015. It hit the rocks as quickly as it began—and not necessarily because it didn’t work. fordhaminstitute.org/national/comme…

On the latest Education Gadfly Show podcast, Joshua Dunn, of the Institute of American Civics at the University of Tennessee, joins Mike Petrilli and David Griffith to discuss how public schools will be affected by the end of the Chevron deference. fordhaminstitute.org/national/resou…

The history of ed reform shows that progress is possible, says Andrew Rotherham. Until ESSA and the pandemic, achievement trends were going in the right direction. This fits-and-starts progress we’ve long seen is how social policy change generally happens. fordhaminstitute.org/national/comme…

The conflict over civics education is unnecessary, writes Checker Finn, driven more by cultural combatants and politicians than by vast divides among parents and citizens regarding what schools should teach. It's time for a ceasefire. fordhaminstitute.org/national/comme…

Students need both surface-level and deeper learning, writes Laurence Holt. But because the latter is harder for schools to impart, it may simply be absent for several grades. Schools must fix this in the classroom, and tutoring, done right, may help. fordhaminstitute.org/national/comme…

The case for curriculum is, in part, the case for making the classroom teacher’s job doable by the teachers we have, writes Robert Pondiscio—not, as Donald Rumsfeld might have put it, the teachers we wish we had or hope to have someday. fordhaminstitute.org/national/comme…

Charter authorizers should pay closer attention to applicants’ education and financial plans, which significantly predict the resulting schools’ math performance (unlike other elements of the application), write Alex Quigley and David Griffith. fordhaminstitute.org/national/comme…

Narrowing race and income gaps in advanced education programs requires better screening, writes Janet Kragen, who taught in these programs for four decades. This means examining not only how districts screen students, but also whom they screen—and why. edadvance.substack.com/p/better-ident…

In part 2 of a series on teacher evaluation reform, Tim Daly summarizes the heyday of the movement, which lasted roughly six years from 2009 to 2015. It hit the rocks as quickly as it began—and not necessarily because it didn’t work. fordhaminstitute.org/national/comme…

The history of ed reform shows that progress is possible, says Andy Rotherham. Until ESSA and the pandemic, achievement trends were going in the right direction. This fits-and-starts progress we’ve long seen is how social policy change generally happens. fordhaminstitute.org/national/comme…

The conflict over civics education is unnecessary, writes Checker Finn, driven more by cultural combatants and politicians than by vast divides among parents and citizens regarding what schools should teach. It's time for a ceasefire. fordhaminstitute.org/national/comme…

Charter authorizers should pay closer attention to applicants’ education and financial plans, which significantly predict the resulting schools’ math performance (unlike other elements of the application), write Alex Quigley and David Griffith. fordhaminstitute.org/national/comme…

Narrowing race and class gaps in advanced education programs requires better screening, writes Janet Kragen, who taught in these programs for four decades. This means examining not only how districts screen students, but also whom they screen—and why. edadvance.substack.com/p/better-ident…

As the downsides of a “college for all” perspective become clear, it’s critical that we keep tracking how the “college wage premium” is evolving, for whom, and at what levels of degree attainment. A recent study looks at these questions from 2000–2022. fordhaminstitute.org/national/comme…

Data from before and after Covid school disruptions are analyzed together, showing which students were affected, how badly, and how much the economic cost to them could be. fordhaminstitute.org/ohio/commentar…