Publications

Can we be smarter about taking high-quality online and blended schools to scale—and to educational success? Yes, says this volume, as it addresses such thorny policy issues as quality control, staffing, funding, and governance for the digital sector. Read on to learn more.
This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher and identifying all the things that demonstrate her effectiveness. This how-...
In this paper, John Chubb examines how local school district control retards the widespread use of instructional technologies. He argues that the surest way to break down the system’s inherent resistance to technology is to shift control from the local district—and thus the school board—and put it...
The latest installment of Fordham's Creating Sound Policy for Digital Learning series investigates one of the more controversial aspects of digital learning: How much does it cost? In this paper, the Parthenon Group uses interviews with more than fifty vendors and online-schooling experts to...
Will the move toward virtual and “blended learning” schools in American education repeat the mistakes of the charter-school movement, or will it learn from them? The Thomas B. Fordham Institute, with the support of the Charles and Helen Schwab Foundation, has commissioned five deep-thought papers...
Will the move toward virtual and “blended learning” schools in American education repeat the mistakes of the charter-school movement, or will it learn from them? The Thomas B. Fordham Institute, with the support of the Charles and Helen Schwab Foundation, has commissioned five deep-thought papers...
Will the move toward virtual and “blended learning” schools in American education repeat the mistakes of the charter-school movement, or will it learn from them? The Thomas B. Fordham Institute, with the support of the Charles and Helen Schwab Foundation, has commissioned five deep-thought papers...
This national survey of education school professors finds that, even as the U.S. grows more practical and demanding when it comes to K-12 education, most of the professoriate simply isn't there. They see themselves more as philosophers and agents of social change, not as master craftsmen sharing...
Any number of organizations are offering advice about what to teach schoolchildren about the events of September 11, 2001, yet (unlike that day's murderous pilots) most sorely miss the mark. Fordham's publication, "Teaching about 9/11 in 2011: What Our Children Need to Know," highlights the danger...
In this Fordham Institute paper, analysts examine public data and find that the proportion of students with disabilities peaked in 2004-05 and has been declining since. At the state level, Rhode Island, New York, and Massachusetts have the highest rates of disability identification, while Texas,...

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