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Griffith, David – Thomas B. Fordham Institute, 2022
This study builds on a 2019 Fordham Institute report that examined the relationship between charter school enrollment share--the share of students in a community who enroll in a charter school--and the average achievement of all the students in that community, including those in traditional public schools. Like its predecessor, this report seeks…
Descriptors: Correlation, Charter Schools, Enrollment Trends, Metropolitan Areas
Liu, Jing – Thomas B. Fordham Institute, 2022
Because the pandemic exacerbated chronic absenteeism in many parts of the country, the need to understand how schools can improve student attendance has never been greater. Accordingly, this study breaks new ground by examining high schools' contributions to attendance after accounting for individual students' prior absenteeism and other…
Descriptors: Attendance, Evaluation Methods, Pandemics, COVID-19
Lavertu, Stéphane; Tran, Long – Thomas B. Fordham Institute, 2022
After a tumultuous reception, the Biden administration's regulations for the federal Charter Schools Program (CSP) were finalized in July. Although the Administration backpedaled partway on issues related to community demand and racial integration, its final rules cracked down on so-called "for-profit charters," in line with the…
Descriptors: Charter Schools, Proprietary Schools, Educational Legislation, Educational Administration
Giani, Matt – Thomas B. Fordham Institute, 2022
Conferred by businesses, industry groups, and state certifying entities, industry-recognized credentials (IRCs) are intended to signal that students have mastered specific workplace knowledge and skills. This first-of-its-kind study assesses the impact of specific IRCs earned in high school on various employment and postsecondary outcomes for…
Descriptors: High School Students, High School Graduates, Industry, Labor Force Development
Churchill, Aaron – Thomas B. Fordham Institute, 2022
Ohio policymakers have consistently voiced support for rigorous education standards and ensuring that all students have the knowledge and skills needed to succeed after high school. State leaders have a duty to step in when schools are falling far short of performance standards. Students receiving a substandard education are more likely to…
Descriptors: School Turnaround, Educational Improvement, Low Achievement, Underachievement
Gershenson, Seth – Thomas B. Fordham Institute, 2022
Now that the most acute phase of the COVID-19 crisis is over, public conversation has turned to the millions of students who are still struggling academically and emotionally--and how the nation's schools ought to respond. Decisions that education leaders make right now will determine whether this generation of students recovers or continues to…
Descriptors: School Districts, Charter Schools, Academic Achievement, Mental Health
Lavertu, Stéphane; Gregg, John J. – Thomas B. Fordham Institute, 2022
School options have increased in Ohio and across the nation in recent decades. One prominent option is publicly funded scholarships (or "vouchers") that families can use to send their children to participating private schools. Today, over 75,000 Ohio students participate in one of the state's five voucher programs, the largest of which…
Descriptors: School Districts, School Choice, Educational Vouchers, Private Schools
Weber, Mark – Thomas B. Fordham Institute, 2021
This study uses fiscal data reported by traditional public school districts between 2000 and 2017 to generate descriptive estimates of the relationship between the local market share of independent charter schools and the finances of host school districts in twenty-one states. The research questions for the study are as follows: (1) On average,…
Descriptors: Charter Schools, Public Schools, School Districts, Educational Finance
Fazlul, Ishtiaque; Koedel, Cory; Parsons, Eric; Qian, Cheng – Thomas B. Fordham Institute, 2021
When the COVID-19 pandemic hit the U.S. last spring, schools nationwide shut their doors and states cancelled annual standardized tests. Now federal and state policymakers are debating whether to cancel testing again in 2021. One factor they should consider is whether a two-year gap in testing will make it impossible to measure student-level…
Descriptors: COVID-19, Pandemics, Academic Achievement, Achievement Gains
Davidson, Barbara; Woodward, Greg – Thomas B. Fordham Institute, 2021
In school districts and charter school networks nationwide, instructional leaders are developing plans to address the enormous challenges faced by their students, families, teachers, and staff over the past year. While different communities are resuming in-person learning at their own unique paces, all school leaders have their eyes on the same…
Descriptors: Pandemics, COVID-19, Student Needs, Acceleration (Education)
Goldstein, Michael; Paulle, Bowen – Thomas B. Fordham Institute, 2021
High-dosage tutoring is receiving a lot of buzz as a promising tool to address learning loss in the wake of the COVID-19 pandemic. But unlike vaccines, successful tutoring programs are challenging to scale with fidelity. In this paper, long-time educators Michael Goldstein and Bowen Paulle recommend: (1) Evaluating tutoring programs and measuring…
Descriptors: Tutoring, Instructional Effectiveness, Leadership, Educational Research
Tyner, Adam – Thomas B. Fordham Institute, 2021
Whether a response to lackluster academic gains in our nation's schools or longstanding beliefs about the wider purposes of schooling, social and emotional learning (SEL) has gained a massive following in education circles. Further, the mental health challenges imposed by the COVID-19 pandemic have strengthened the demand that schools do more to…
Descriptors: Social Emotional Learning, Mental Health, Parent Attitudes, Elementary Secondary Education
Carroll, Kathleen, Ed. – Thomas B. Fordham Institute, 2021
In school districts and charter school networks nationwide, instructional leaders are developing plans to address the enormous challenges faced by their students, families, teachers, and staff over the past year. To help kick-start the planning process, the Thomas B. Fordham Institute presents "The Acceleration Imperative," an…
Descriptors: Acceleration (Education), Elementary School Students, COVID-19, Pandemics
Stern, Jeremy A.; Brody, Alison E.; Gregory, José A.; Griffith, Stephen; Pulvers, Jonathan – Thomas B. Fordham Institute, 2021
This report evaluates the quality of the K-12 civics and U.S. History standards adopted by the fifty states and the District of Columbia as of May 1, 2021, based on their content, rigor, clarity, and organization. Reviews were conducted by a bipartisan team of veteran educators and subject-matter experts with deep knowledge of civics and U.S.…
Descriptors: State Standards, Civics, Citizenship Education, History Instruction
Thomas B. Fordham Institute, 2021
Cities such as New York, Boston, Washington D.C., Silicon Valley and other metropolitan areas, also known as "Superstar Cities," are very effective at attracting highly educated workers. In a virtuous cycle, these workers migrate to where the interesting, highly paid jobs are, where other smart young people live, and where the cultural…
Descriptors: Metropolitan Areas, School Effectiveness, Educational Quality, Public Schools
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