Publications
International Lessons about National Standards
Sharif Shakrani , Richard Houang , William H. Schmidt / August 27, 2009
Whether the United States should embrace national standards and tests is perhaps today's hottest education issue. For guidance in addressing it, this report looks beyond our borders. How have other countries navigated these turbid waters? What can we learn from them? Expert analysts examined national standards and testing in Brazil, Canada, China, France, Germany, India, the Netherlands, Russia, Singapore and South Korea.
Growing Pains in the Advanced Placement Program: Do Tough Trade-Offs Lie Ahead?
Steve Farkas , Ann Duffett / April 29, 2009
Over the past five years, the number of students taking at least one Advanced Placement exam rose by more than half. This news is celebrated but is there a downside? To find out, Fordham commissioned the Farkas Duffett Research Group to survey AP teachers in the US. The AP program remains popular with its teachers. But there are signs that the move toward "open door" access to AP is starting to cause concern.
When Private Schools Take Public Dollars: What's the Place of Accountability in School Voucher Programs?
Michael J. Petrilli , Chester E. Finn, Jr. , Christina Hentges , Amber M. Winkler, Ph.D. / March 24, 2009
Voucher opponents often argue that it's unfair to hold public schools accountable for results under the No Child Left Behind Act and various state rules while allowing private schools that participate in school voucher programs to receive taxpayer dollars without similar accountability. In pursuit of a reasonable middle ground, we sought the advice of twenty experts in the school-choice world. This paper presents their thoughts and opinions, as well as Fordham's own ideas.
The Accountability Illusion
Yun Xiang , Michael Dahlin , John Cronin , Donna McCahon / February 19, 2009
In this study of the No Child Left Behind Act system and Adequate Yearly Progress (AYP) rules for 28 states, we selected 36 real schools that vary by size, achievement, diversity, etc. and determined which ones would or would not make AYP when evaluated under each state's accountability rules. If a school that made AYP in Washington were relocated to Ohio, would it still make AYP?
