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Griffith, David – Thomas B. Fordham Institute, 2017
Research confirms what common sense dictates: Students learn less when their teachers aren't there. According to multiple studies, a ten-day increase in teacher absence results in at least ten fewer days of learning for students. Clearly, some absences are unavoidable--teachers are only human. But compared to their counterparts in other industries…
Descriptors: Employee Absenteeism, Charter Schools, Public Schools, Teacher Attendance
Smith, Nelson; Wright, Brandon – Thomas B. Fordham Institute, 2017
The purpose of this brief is to support stakeholders in their efforts to influence how states use the mandatory 7 percent Title I school improvement set-aside in the Every Student Succeeds Act (ESSA)--an allocation that could total more than $5 billion nationwide over the next five years. First, the authors provide an overview of the ESSA's school…
Descriptors: Federal Legislation, Educational Legislation, Educational Improvement, Resource Allocation
Doorey, Nancy; Polikoff, Morgan – Thomas B. Fordham Institute, 2016
Approximately one-third of American freshmen at two-year and four-year colleges require remedial coursework and over 40 percent of employers rate new hires with a high school diploma as "deficient" in their overall preparation for entry-level jobs. Yet, over the past decade, as these students marched through America's public education…
Descriptors: Standardized Tests, State Standards, Test Items, Evaluation Criteria
Petrilli, Michael J.; Griffith, David; Wright, Brandon L.; Kim, Audrey – Thomas B. Fordham Institute, 2016
In this report, the authors examine the extent to which states' current (or planned) accountability systems for elementary and middle schools attend to the needs of high-achieving students, and how these systems might be redesigned under the Every Student Succeeds Act (ESSA) to better serve all students. In their view, states can and should take…
Descriptors: Accountability, High Achievement, Student Needs, Needs Assessment
Dougherty, Shaun M. – Thomas B. Fordham Institute, 2016
Until the late 1990s, "vocational education" in traditional trades such as carpentry, cosmetology, and auto mechanics was often the presumptive high school placement for low-performing students considered ill-suited for college. However, in the past two decades, policymakers and educators have reconsidered what is now referred to as…
Descriptors: Vocational Education, High School Students, Outcomes of Education, Job Skills
Bay-Williams, Jennifer – Thomas B. Fordham Institute, 2016
Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…
Descriptors: Teacher Surveys, Common Core State Standards, National Surveys, Middle School Teachers
Ahn, June – Thomas B. Fordham Institute, 2016
This Fordham study, conducted by learning technology researcher June Ahn from NYU, dives into one of the most promising-and contentious-issues in education today: virtual schools. What type of students choose them? Which online courses do students take? Do virtual schools lead to improved outcomes for kids? With over thirty-five thousand students…
Descriptors: Charter Schools, Virtual Classrooms, Enrollment Rate, Academic Achievement
Figlio, David; Karbownik, Krzysztof – Thomas B. Fordham Institute, 2016
In June 2005, the State of Ohio enacted the Educational Choice Scholarship Program (EdChoice, initially called the Educational Choice Scholarship Pilot Program), which offered scholarships to students assigned to public schools considered consistently poor-performing by the Ohio Department of Education, to take effect during the 2006-07 academic…
Descriptors: Educational Vouchers, Scholarships, Public Schools, Private Schools
Petrilli, Michael J.; Griffith, David; Wright, Brandon L. – Thomas B. Fordham Institute, 2016
A companion piece to "High Stakes for High Achievers: State Accountability in the Age of ESSA," this report appraises states' current (or planned) accountability systems as they affect high-achieving students in high school. They were examined and rated based on whether they incorporate under the Every Student Succeeds Act (ESSA) the…
Descriptors: High Stakes Tests, Accountability, State Regulation, State Standards
Plucker, Jonathan A. – Thomas B. Fordham Institute, 2015
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America's high-ability students? This brief addresses that question and provides guidance for CCSS-implementing districts and schools as they seek to help these…
Descriptors: Academic Standards, State Standards, Alignment (Education), Gifted
Haydel, Elizabeth; Carmichael, Sheila Byrd – Thomas B. Fordham Institute, 2015
The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers' claims, there is a dearth of programs that are truly aligned to the demands of the Common…
Descriptors: Language Arts, English Instruction, Common Core State Standards, State Programs
Toner, Mark – Thomas B. Fordham Institute, 2015
The myriad challenges facing school principals in the United States have been well documented, including limited opportunities for distributed leadership, inadequate training, and a lackluster pipeline for new leaders. Recently, the Fordham Institute teamed up with the London-based Education Foundation to seek a better understanding of England's…
Descriptors: Foreign Countries, Instructional Leadership, Administrator Education, Educational Policy
Smith, Nelson – Thomas B. Fordham Institute, 2015
In "Redefining the School District in America," Nelson Smith reexamines existing recovery school districts (RSDs)--entities in Louisiana, Tennessee, and Michigan charged with running and turning around their state's worst schools--and assembles the most comprehensive catalog of similar initiatives underway and under consideration…
Descriptors: School Districts, Elementary Secondary Education, Educational Change, School Turnaround
Finn, Chester E., Jr., Ed.; Petrilli, Michael J., Ed. – Thomas B. Fordham Institute, 2014
Children cannot be truly literate without knowing about history, science, art, music, literature, civics, geography, and more. Indeed, they cannot satisfactorily comprehend what they read unless they possess the background knowledge that makes such comprehension possible. Yet most American primary schools have been marching in the opposite…
Descriptors: State Standards, Academic Standards, Language Arts, Elementary Schools
Shober, Arnold F.; Hartney, Michael T. – Thomas B. Fordham Institute, 2014
Are the nation's 90,000-plus school board members critical players in enhancing student learning? Are they part of the problem? Are they harmless bystanders? Among the takeaways are the following: (1) Board members, by and large, possess accurate information about their districts when it comes to finance, teacher pay, collective bargaining, and…
Descriptors: Boards of Education, Knowledge Level, Class Size, Accuracy
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