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Across the pond, education wonks plug away at solving problems and enacting reforms that will sound both familiar and not to our U.S. readers. Not least among these English reformers is Andrew Adonis: former Minister of Schools, advisor in the No. 10 Policy Unit under Tony Blair, and the well-known architect of the country’s burgeoning “academy” sector (what we would call “conversion charters”), built in reaction to high failure rates among non-selective public schools (over 50 percent were deemed to be failing in the 1990s). By the time Adonis left office in 2008, 133 academies were open and another 300 were in the pipeline. The book offers up both a history of England’s recent education-reform movement and a compelling personal account—followed by the author’s “Manifesto for Change,” a twelve-point plan for continued ed reform. Among these is a call for every underperforming public school to be replaced by an academy and for programs such as Teach First (the British counterpart of Teach For America) to be expanded.

SOURCE: Andrew Adonis, Education, Education, Education: Reforming England's Schools (London: Biteback, 2012)....

It’s well known that graduating from high school is generally insufficient preparation to be competitive in today’s economy. Reformers hope, however, that higher standards through the Common Core might, in time, improve the value of the diploma. But what about those who don’t even graduate? As a new radio documentary, Yesterday’s Dropouts, from D.C.’s WAMU radio station shows, a GED is far from sufficient to get America’s thirty million high school dropouts back on track. In fact, the piece cites research by James Heckman and Tim Kautz that found that only 1 percent of GED earners went on to complete a bachelor’s degree within six years! The piece is at its best when reminding us just how dire a situation we face, as students continue to drop out of high school and into an economy that simply isn’t creating good-paying jobs for low-skilled workers. Kavitha Cardoza does a fine job narrating the piece and provides some thought-provoking insights into Washington State’s I-BEST program, which helps adult learners earn job skills and is now being emulated elsewhere. Overall, though, the piece borders on outright advocacy at times—and while it is presented as a neutral exploration of the...

The introduction of the Common Core standards is shaking up the $7 billion textbook industry, according to this great piece by Sarah Garland. Traditionally monopolized by a few very large publishing Goliaths, such as Pearson and Houghton Mifflin Harcourt, the standards shift now favors small start-ups, which are nimbler and more eager to embrace change. Gadfly cheers the possibility that the Common Core could break up the behemoths’ oligopoly and pave the way for the little-but-fierce Davids, like Core Knowledge.

For the last few months, Pennsylvania governor Tom Corbett has steadfastly refused to release $45 million of federal funds earmarked for the Philly schools until the teacher union agreed to major concessions, including a pay cut. But on Wednesday afternoon—with the union unwavering and civil-rights groups beginning to circle (and after the tragic death of young girl from asthma at a school that, due to budget cuts, did not have a nurse)—Corbett relented, arguing that he was satisfied with the other reforms made by the district. Which was probably the right call.

We know this much: Moody’s investment analysts don’t much care for parental...

Over at Education Week’s Bridging Differences blog, our own Mike Petrilli and educator Deborah Meier have been engaged in a spirited back and forth about the role that poverty plays in education. Allow me to chime in, first by suggesting that while poverty matters, we are nowhere close to maximizing our educational potential, even given the current level of poverty.

I'm concerned that many of the same people who seem to be implying that few further gains can be made in educational outcomes without first solving the poverty problem also seem to have near-total faith in the power of the right government program to address any societal problem that comes our way. Education reformers and advocates for the poor ought not to allow for the creation of this sort of vacuum whereby the poverty conversation is dominated by those who believe the only answers to poverty lie in more safety-net programs that may indeed worsen the cycle of poverty and government dependency. Instead, those who believe that education is the primary path to economic opportunity must also fight to ensure that real opportunities exist.

It’s no secret that our current economic recovery is languishing, with cratering ...

Dear Deborah,

A healthy debate we've started indeed! I'm not sure we've bridged many differences, though; maybe we should change the blog's name to Bigging Differences.

In that spirit, let me float another provocative but commonsensical idea: We need to do everything we can—in our schools and in our larger social policies—to empower individuals who are working hard to climb the ladder to success. In other words, we need to spur on the strivers.

Let me explain some of my assumptions.

  1. As we've been discussing, I still believe in the promise of upward mobility. I don't buy into the dystopia of some on the left that pictures a future with an eviscerated middle class, opportunities only for the elite, and a vast dependent population. Times are tough now, but economic growth and jobs will return; the American Dream will be back.
  2. But I'm no utopian. Not all children born into poverty are going to make it out by adulthood. Most face powerful disadvantages—dysfunctional families, substance abuse, crime, segregation, broken economies, bad schools, etc.—and not everyone will be able
  3. ...

As waves of reforms and would-be reforms have washed over American public education these past three decades, high schools have mostly stayed dry. Although test scores have risen slightly in the early grades, especially in math, National Assessment results for twelfth-graders have been flat or down a bit. SAT scores are also flat, and ACT averages much the same.

ACT, the organization that administers the college-entrance test of the same name, judges only one-quarter of its test-takers to be fully ready for college-level academics, and the College Board is not much cheerier. In releasing SAT results for the 1.6 million members of the high school class of 2013 who took the test, the board estimated that just 43 percent met its benchmark for college and career readiness—a score of 1550 or better (out of 2400), which translates to a 65 percent chance of having a B-minus (or better) GPA during the freshman year in college.

And that’s among those who stick it out and graduate from high school. Millions of young people drop out. School discipline remains appalling,...

Over the past several weeks, Fordham’s Mike Petrilli has been debating Deborah Meier on her Bridging Differences blog about the relationship between poverty and education. One topic that’s come up is the impact of family breakdown. This guest post by Center of the American Experiment president Mitch Pearlstein explores what might be done about it.

Presuming one thinks it’s generally not great for children to live with only one parent, and that it’s not great for the commonweal either, what might you be tempted to say to a young woman or man who was blasé, perhaps even eager, to bring a child into the world in which it was understood, from Day One, that one of his or her parents was essentially out of the family portrait and would remain that way? This is what I might say with as much empathy and grace as I could:

I assure you I know that life can be terribly unpredictable and difficult. In fact, it usually is. This is especially case when it comes to the most personal and treasured things going on in our lives, starting with our children and other people we love. It also can be...

Note: This post is part of our series, "Netflix Academy: The best educational videos available for streaming." Be sure to check out our previous Netflix Academy posts on dinosaurs; the American foundersaquatic life; the Maya, Inca, and Aztec; and Native American cultures. Thanks to research interns Melissa Reynolds and Singer Crawford for their help in compiling these lists.

Welcome to the final week of our Columbus Day unit. Two weeks ago we tackled the ancient American civilizations of the Maya, Inca, and Aztec. Then we spotlighted Native American cultures. At last it’s time for Christopher Columbus himself (and other discoverers).

As I’ve written before, it’s harder to find good historical content for young children than science content. And sure enough, age-appropriate videos on Columbus (or the Age of Discovery writ large) are slim pickings. In fact, we’ve expanded our universe beyond Netflix and Amazon in order to bring in some other worthy selections.

Needless to say, Columbus is a controversial historical figure. Watch these videos with your children—and be prepared to explain the good, the bad, and the ugly.

Best videos on Christopher Columbus and the Age of...

As former Arizona Superintendent of Public Instruction, Lisa Graham Keegan knows a thing or two about education policy and the reforms that come with it. But in writing this book, she had a different goal in mind: to describe how she came to be a choice advocate and to provide a guide to other parents. With all the urgency of a politician but the patience of a mother—and she is most definitely both, as well as a smart, savvy, and likable human being—Keegan reviews her childhood, her career, and her experience raising four children in a piecemeal family of divorcees and step-moms. Drawing on these experiences, she reveals three “guideposts”: (1) Parents are and should be treated as sacred because children see themselves as reflections of their parents; (2) cultivate and cherish your children’s unique traits; and (3) see and help your children see their lives in a sacred context. Weaving in her background as a linguist and speech pathologist, Keegan illustrates how parents can provide their kids with what they know will help them succeed—and that’s communication. By age 3,...

In this study, researchers from Teachers College at Columbia University analyzed data from a cohort of 77,501 New York City public school students who entered ninth grade in 2005, seeking connections between students’ high school outcomes and college persistence and their achievement, background characteristics, and school environments. Two findings stand out among many: First, students who failed New York’s third-grade reading exam had significantly lower odds of graduating high school than their peers who passed. Of those who failed third-grade reading, barely one in three graduated high school, compared to a 90 percent graduation rate among those who passed. Second, for the students who did graduate from high school, the type of diploma earned was the strongest predictor of college enrollment and persistence one year after matriculation. (New York State awards three diplomas—local, Regents, and Advanced Regents—each with different requirements.) Less than one-third of the graduates who earned a local diploma enrolled in college in Fall 2009 and were still enrolled in Spring 2010. This rate is well below those who earned either a Regents (50 percent enrolled and persisted) or an Advanced Regents diploma (80 percent). Given the findings, the researchers suggest that the “conventional assumptions” about school...

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