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Ohio's brain drain problem |
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Reform disconnect between DC and states |
Publications
April 29, 2009
Growing Pains in the Advanced Placement Program: Do Tough Trade-Offs Lie Ahead?
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.
February 19, 2009
The Accountability Illusion
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?
February 17, 2009
Ohio at the Crossroads: School funding--more of the same or changing the model?
Ohio Governor Ted Strickland's education plan calls for modernizing Ohio's K-12 education system, including the state's school-funding system, but the plan's so-called "evidence-based" approach would actually scuttle any modernizing efforts, argues a new study issued by the Thomas B. Fordham Institute.
November 17, 2008
A Byte at the Apple: Rethinking Education Data for the Post-NCLB Era
In A Byte at the Apple, leaders and scholars map the landscape of education data providers and users and explore why what's supplied by the former often fails to meet the needs of the latter. Most important, it explores potential solutions--including a system where a "backpack" of achievement information accompanies every student from place to place.
August 15, 2008
Sweating the Small Stuff: Inner-City Schools and the New Paternalism
The most exciting innovation in education policy in the last decade is the emergence of highly effective schools in our nation’s inner cities, schools where disadvantaged teens make big gains in academic achievement. In this book, David Whitman takes readers inside six of these secondary schools and reveals the secret to their success: paternalism.
