Stafford Palmieri , yes Amber M. Winkler, Ph.D. / August 25, 2008
This report has a simple aim: to present results from international assessments so readers can judge for themselves how American students stack up globally. It shows how the U.S. has performed internationally in education in recent years, and it provides a glimpse of how education looks in several top-performing nations.
yes William Damon / September 8, 2005
The standards of the National Council for Accreditation of Teacher Excellence (NCATE) are of critical import for America's future teaching corps and will wield disproportionate influence for decades to come. Over the past fifteen years, 25 states have outsourced the approval of teacher preparation programs to NCATE by adopting or adapting its standards as their own; the other 25 have various 'partnerships' with the organization. Which makes it all the more disturbing that central to these standards is the call for teachers to possess certain 'dispositions' such as particular attitudes toward 'social justice.' As Professor William Damon of Stanford University explains in Fordham's latest Fwd: Arresting Insights in Education, NCATE's framing of the 'dispositions' issue has given education schools 'unbounded power over what candidates may think and do.' This is leading to (understandable) charges of ideological arm-twisting and Orwellian mind-control.
yes Amy Wilkins / May 5, 2005
In 2002, when its voters approved a ballot measure calling for universal pre-Kindergarten by 2005-06, Florida joined a handful of states in which all children are eligible for free, publicly funded education in the year prior to Kindergarten. The passage of the referendum was cause for great optimism among those aware of the power of high-quality pre-K programs to prepare children, particularly low-income children, to meet the challenges of K-12 education. But as with any public policy initiative, the devil is in the details. In designing the half-day Voluntary Pre-Kindergarten program (VPK), the Florida legislature faced competing demands. How did they balance the trade-offs? Amy Wilkins of the Education Trust lays it out in Fordham's latest Fwd: Arresting Insights in Education.
August 1, 2003
A good, well-organized social studies curriculum seeks to teach students the key events, issues, and people in America's past, how our government works, our rights and responsibilities as citizens, and how our predecessors fought to defend democracy. How can parents tell whether their children are getting such a curriculum in school?one that is rich in historical content and provides a solid base for future learning? The Thomas B. Fordham Foundation suggests asking teachers and principals these six questions on back to school night.