Publications
Needles in a Haystack: Lessons from Ohio's high-performing, high-need urban schools
Quentin Suffren , Theodore J. Wallace / March 25, 2010
Despite the overall dismal performance of schools serving Ohio's poor, urban youngsters, there are a handful of schools that buck these bleak trends and achieve significant results for their students. This report examines eight of these schools.
Review of the Draft K-12 Common Core Standards
Sheila Byrd Carmichael , Kathleen Porter-Magee , W. Stephen Wilson , Chester E. Finn, Jr. , Gabrielle Martino , Amber M. Winkler, Ph.D. / March 23, 2010
The Fordham Institute's expert reviewers have analyzed the draft Common Core K-12 education standards (made public on March 10) according to rigorous criteria. Their analyses lead to a grade of A- for the draft mathematics standards and B for those in English language arts. Read on to find out more.
America's Private Public Schools
Michael J. Petrilli , Janie Scull / February 18, 2010
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.
Tracking and Detracking: High Achievers in Massachusetts Middle Schools
Tom Loveless / December 10, 2009
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.
