This report takes a close look at the implementation of standards-based reform in one state, Washington, and asks why it was successful in some places but not others
According to this 250-page volume, proposed federal and state policies aimed at boosting teacher quality may well worsen the problem. Instead of adding even more regulation to the teacher training system, policymakers should open up the profession to well-educated individuals and should hold...
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...
With OECD data, Walberg shows that the United States' educational system is the "least productive in the developed world."
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.