Publications

Whether the goal is to enhance instruction, create a culture of excellence, or broaden education options for parents, it’s nearly impossible to improve schools without strong leaders. This is hardly news; much evidence has indicated the importance of effective principals for decades. Yet reform...
Fordham’s latest study, by the University of Connecticut's Shaun M. Dougherty, uses data from Arkansas to explore whether students benefit from CTE coursework—and, more specifically, from focused sequences of CTE courses aligned to certain industries. The study also describes the current landscape...
In Education for Upward Mobility , editor Michael J. Petrilli and more than a dozen leading scholars and policy analysts seek answers to a fundamental question: How can we help children born into poverty transcend their disadvantages and enter the middle class as adults? And in particular, what...
A deep dive into the performance of Ohio’s public schools, statewide and in its eight largest urban areas
The 2015 Fordham Sponsorship Annual Report is our opportunity to share the Fordham Foundation’s work as the sponsor of eleven schools serving approximately 3,200 students in five cities, and our related policy work in Ohio and nationally. Charter school policy took a giant leap forward in Ohio in...
Evaluating the Content and Quality of Next Generation Assessments examines previously unreleased items from three multi-state tests (ACT Aspire, PARCC, and Smarter Balanced) and one best-in-class state assessment, Massachusetts’ state exam (MCAS). The product of two years of work by the Thomas B...
Though charter schools are fiercely debated in Ohio, too rarely are the voices of charter leaders actually heard. This report from the Thomas B. Fordham Institute surveys the leaders of the highest-performing Buckeye charters to take stock of their views on sector quality, accountability, and...
A thorough overview of how teachers are trained and licensed
More than twelve million American students exercise some form of school choice by going to a charter, magnet, or private school — or opting for homeschooling — instead of attending a traditional public school. Countless others use district-wide lotteries, attendance waivers, or interdistrict...
By Daniela Doyle, Christen Holly, and Bryan C. Hassel (Public Impact) Foreword by Amber M. Northern and Michael J. Petrilli Tweet Whether you think the end game of the current “mixed economy” of district and charter schools should be an all-charter system (as in New Orleans) or a dual model (as in...

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