Think Again: Does "equitable" grading benefit students?
This policy brief challenges four key ideas that underpin “equity”-motivated trends in grading reforms.
Redefining the School District in Michigan
What happens when policymakers create statewide school districts to turn around their worst-performing public schools?
Metro D.C. School Spending Explorer
The Thomas B. Fordham Institute set out to answer a basic (yet complicated) question: how much does each school in the D.C. metro area spend on day-to-day operations for each student it enrolls? In the Metro D.C.
The Hidden Half: School Employees Who Don't Teach
The number of non-teaching staff in the United States (those employed by school systems but not serving as classroom teachers) has grown by 130 percent since 1970. Non-teachers—more than three million strong—now comprise half of the public school workforce. Their salaries and benefits absorb one-quarter of current education expenditures.
Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement
A school’s leader matters enormously to its success and that of its students and teachers. But how well are U.S. districts identifying, recruiting, selecting, and placing the best possible candidates in principals’ offices? To what extent do their practices enable them to find and hire great school leaders? To what degree is the principal’s job itself designed to attract outstanding candidates?
State Accountability in the Transition to Common Core
The Common Core is at a critical juncture. While many surveys show that support for the standards themselves remains strong, implementation has not been without major challenges.
Expanding the Education Universe: A Fifty-State Strategy for Course Choice
After twenty years of expanding school-choice options, state leaders, educators, and families have a new tool: course choice, a strategy for students to learn from unconventional providers that might range from top-tier universities or innovative community colleges to local employers, labs, or hospitals.
The State Education Agency: At the Helm, Not the Oar
In recent years, policymakers and reform advocates have viewed State Education Agencies (SEAs) as the lead organizations for implementing sweeping reforms and initiatives in K–12 education—everything from Race to the Top grants and federal waivers to teacher-evaluation systems and online schools.
Does School Board Leadership Matter?
Are the nation’s 90,000-plus school board members critical players in enhancing student learning? Are they part of the problem? Are they harmless bystanders? Among the takeaways are the following:
Common Core in the Districts: An Early Look at Early Implementers
by Katie Cristol and Brinton S. Ramsey Foreword by Amber M. Northern and Michael J. Petrilli
Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core
Children cannot be truly literate without knowing about history, science, art, music, literature, civics, geography, and more. Indeed, they cannot satisfactorily comprehend what they read unless they possess the background knowledge that makes such comprehension possible.
Public accountability & private-school choice
The Fordham Institute supports school choice, done right. That means designing voucher and tax-credit policies that provide an array of high-quality education options for kids that are also accountable to parents and taxpayers.
Financing the Education of High-Need Students
School districts face an enormous financial burden when it comes to educating our highest-need students. Financing the Education of High-Need Students focuses on three specific challenges that are often encountered when districts—especially small ones—grapple with the costs of serving their highest-need special-education students.