A policy statement endorsed by governors, chief state school officers, state board members, prominent education thinkers and analysts, and veteran practitioners, which sets forth principles and policies to guide states as they prepare to hire a teaching force for the 21st century.
This book is a guide to ten of today's best-known school designs. It is meant for parents, teachers, school board members, philanthropists, civic leaders and other "consumers" who must evaluate which, if any, of these models they want to pursue.
Cizek provides a helpful primer on standardized testing. He identifies key terms, clarifies important distinctions between types of tests, and explains how to interpret (and not to interpret) their scores.
A survey of attitudes towards education reform in Dayton (where Mr. Fordham lived). View the survey results which show, among other things, overwhelming support for parental choice, charter schools, and higher standards.
Is remediation in higher education providing a valuable service to society? Or does it amount to paying for someone's education twice? Read competing views of the issue in this rare Fordham look at the higher education system.
Tracking and ability grouping strategies differ widely from school to school. They diverge even more widely from their portrayal in the popular criticisms of the 1980s. This report digs into the sensitive matter of whether those criticisms are valid today. The answer tells a more complicated and...
Three Fordham staff members analyze trends spotted in academic standards across the disciplines. They found that too many state standards are vague, anti-knowledge, entranced with "relevance," and focused on teaching rather than learning.
This review of state science standards is the final in our series of reports analyzing state standards in the five core content areas. For this review, author Lawrence S. Lerner analyzed the science standards of 36 states and found that state science standards are the strongest of the five...
In this review of state math standards, authors Raimi and Braden found a disturbing lack of "mathematical reasoning" in most of the 47 state standards they examined; only three states earned "A's" while 16 states flunked.