High Achievers

Education Next

In this edition of the Ed Next Book Club podcast, Mike Petrilli sits down with Tony Wagner to discuss his new book, Creating Innovators.

Business leaders, pundits, and politicians all seem to agree: America needs to get much better at nurturing innovation if we are to rebuild our economy, expand opportunity, and win a secure future for our children. But what exactly is innovation? And more importantly, how can parents and educators develop it in our young people? What can we learn from young adults of the Millennial generation who themselves are highly successful innovators and entrepreneurs? And what does all of this imply for education policy?

To answer these questions and more, Tony Wagner, the author of The Global Achievement Gap, and the first innovation education fellow at the Technology and Entrepreneurship Center at Harvard University, interviewed more than 150 people. The result is his acclaimed and commercially successful recent book, Creating Innovators: The Making of Young People Who Will Change the World. In today’s edition of the Education Next Book Club, we speak with Tony about his book, innovation, and how schools across the world can help to light the spark of innovation within...

The Letdown Edition

Mike and Dara talk about Louisiana’s ed-reform disappointment, anticipate the effect of big money in L.A. (or not), and plan for the Snowquester that wasn’t. Amber puts her teacher hat back on with a study on student ability grouping.

Amber's Research Minute

Does Sorting Students Improve Scores? An Analysis of Class Composition,” by Courtney A. Collins and Li Gan, NBER Working Paper Series (Cambridge, MA: National Bureau of Economic Research, February 2013)

wise wonk once wrote that the biggest challenge facing America’s schools is the enormous variation in the academic level of students coming into any given classroom. The subject of this NBER working paper is one proposed solution to this quandary: sorting students by ability. And though conventional wisdom (and some prior research) suggests that kids in the lower-achieving groups would fare worse with such an approach, the researchers in this study concluded that sorting is beneficial for both high and low achievers—though high achievers did see larger gains than those of their lower-scoring peers (approximately 1.6 times greater). The analysis used student- and classroom- level  data linked to one cohort of Dallas elementary students—amounting to roughly 9,000 children in 135 schools who progress from the third to fourth grade (in 2003–04 and 2004–05). Analysts attempt to account for unobservable ways that schools might sort (say, by student behavior) and ultimately find that three-quarters of the schools organize students along at least one dimension: Nineteen percent by prior math scores, 24 percent by prior reading scores, 28 percent by “gifted” status, 57 percent by LEP (limited English proficiency) status, and 13 percent by special-education status (further, around 40 percent sort by at...

Advanced Placement Podcasting

Andy Smarick and Kathleen Porter-Magee rock this week’s podcast. Find out why AP Calculus has such high pass rates, why being overwhelmed with choices can be a good thing, and why rising grad rates may be a red herring. Amber is hip to KIPP.

Amber's Research Minute

KIPP Middle Schools: Impacts on Achievement and Other Outcomes by Christina Clark Tuttle, et al. (Washington, D.C.: Mathematica Policy Research, February 2013).

Gifted students and not-so-gifted lawmaking

Mike and Checker talk about the ethics of prepping kids for gifted tests, charter selectivity, and overpriced congressionally mandated commissions, and Dara gives fresh ammunition to helicopter parents.

Amber's Research Minute

Spread of Academic Success in a High School Social Network by Deanna Blansky, Christina Kavanaugh, Cara Boothroyd, Brianna Benson, Julie Gallagher, John Endress, Hiroki Sayama

Getting picky about choice

Mike and Adam discuss school-choice regulations with John Kirtley of Step Up for Students. Amber talks up the D.C. Opportunity Scholarship Program.

Amber's Research Minute

“Is the Juice Worth the Squeeze? A Benefit/Cost Analysis of the District of Columbia Opportunity Scholarship Program” by Patrick J. Wolf and Michael McShane (Association of Education Finance and Policy Journal, vol. 8, no. 1, 2013).

Amber and Rob, sitting in a tree…

Mike and Kathleen are disappointed by the most recent Next Generation Science Standards and by Alabama’s decision to withdraw from the Common Core testing consortia…But if Amber’s discussion of a study on charter performance didn’t cheer them up, news of her recent engagement did!

Amber's Research Minute

Charter School Growth and Replication by Emily Peltason and Margaret E. Raymond (Stanford, CA: Center for Research and Education Outcomes, January 2013)

Switching it up

In a surprise twist, Dara Zeehandelaar hosts Fordham president Checker Finn on this week’s Gadfly Show. They discuss Tom Harkin’s retirement, wheelchair basketball, and the flap over the MAP. Amber intervenes with a word on late interventions.

Amber's Research Minute

Late Interventions Matter Too: The Case of College Coaching in New Hampshire by Scott Carell and Bruce Sacerdote (National Bureau of Education Research, Dartmouth College, University of California Davis, July 2012).

Ensuring that America’s brightest low-income pupils receive an education on par with their abilities has long played second fiddle to closing the achievement gap and catching up our lowest-performing students. This recent paper by Caroline Hoxby gives these high-ability youngsters the concertmaster’s chair, at least for a moment. In it, she and colleague Christopher Avery (of the Harvard Kennedy School) examine the college-application behaviors and college progress of high-achieving, low-income students (those in the bottom quartile of wealth distribution). They then compare these patterns to those of wealthy high flyers, or those in the top quartile. The authors first determine ability status by students’ 2008 SAT or ACT scores, focusing on the top 10 percent of test-takers (as fewer than half of all students take a college-entrance exam, this delineates the top 4 percent of students overall). Three findings are particularly interesting: First, most high-achieving, low-income students do not apply to selective colleges or universities, despite their potential for hefty financial-aid packages. Second, those who do apply to selective institutions are admitted and graduate from these schools at rates similar to their high-income peers. And third, those in urban districts are much likelier to apply to selective schools than those...

Inaugurations and graduations

Mike and Kathleen are skeptical about the President’s education agenda and newly released high school graduation rate data. Amber thinks about low-income high-flyers.

Amber's Research Minute

The Missing "One-Offs": The Hidden Supply of High-Achieving, Low Income Students by Caroline M. Hoxby and Christopher Avery, The National Bureau of Economic Research