Thomas B. Fordham Institute - Advancing Educational Excellence

5 reasons conservatives should support common education standards
The proposed standards are solid and ambitious, says Checker Finn. Read more here.

 

No Child Left Behind proposal is "blind man's elephant"
Mike Petrilli says everyone seems to be focusing on just one part of the proposal they like or hate, but not seeing the big picture. Read more in Flypaper. (Picture by digitalART2 from Flickr)

Publications

February 18, 2010

America's Private Public Schools

America's Private Public Schools

by Michael J. Petrilli, Janie Scull

More than 1.7 million American children attend what we've dubbed "private public schools" -- public schools that serve virtually no poor students. In some metropolitan areas, as many as one in six public-school students -- and one in four white youngsters -- attends such schools, of which the U.S. has about 2,800.

December 10, 2009

Tracking and Detracking: High Achievers in Massachusetts Middle Schools

Tracking and Detracking: High Achievers in Massachusetts Middle Schools

by Tom Loveless

What are the implications of "tracking," or grouping students into separate classes based on their achievement? Brookings scholar Tom Loveless examines tracking and detracking in Massachusetts middle schools, focusing on changes that have occurred and the implications for high-achieving students. Among the findings: detracked schools have fewer advanced students in math than tracked schools and detracking is more popular in schools serving disadvantaged populations.

October 8, 2009

Stars by Which to Navigate? Scanning National and International Education Standards in 2009

Stars by Which to Navigate? Scanning National and International Education Standards in 2009

Expert reviewers appraise the Common Core drafts -- which outline college and career readiness standards in reading, writing, speaking and listening, and in math -- and also evaluate the reading/writing and math frameworks that undergird the National Assessment of Educational Progress (NAEP), the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Achievement (PISA). How strong are these well-known models?

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