AdvocacyLabs, a partnership between FutureEd and 50CAN, draws on insights from academia to help education advocates work effectively on behalf of disadvantaged students. In Experiments in Advocacy: What Works and …
Recently, Tom Vander Ark reviewed the literature on early college high school for the Fordham Institute. Excerpts of his piece appear below: Ten years ago I called early college high …
GripTape asserts that learner agency—defined as the ability to make intentional choices about and take an active role in the course of one’s own learning—is the key to a self-reinforcing …
A team of current and former Stanford University researchers studied whether racial and ethnic segregation at school still matters today by looking at 350 million test scores across nearly every …
Building on a previous randomized experiment of the impact of Early Colleges (ECs) (Berger et al., 2013), the American Institutes for Research (AIR) has released a new follow-up study that …
Recently for The Hechinger Report, Jill Barshay provided an overview of scientific research that finds that content knowledge is crucial to effective critical thinking. Portions of the piece appear below: …
Researchers from the National Academies of Sciences, Engineering, and Medicine in Washington, D.C. have released a new report, “The Promise of Adolescence: Realizing Opportunity for All Youth.” Adolescents—young people ages …
State leaders have outlined bold equity goals to improve the outcomes of all students. But these goals can’t be met if the data used to measure and support them reflect …
The intensifying interest among education policymakers in the social and emotional dimensions of student success is encouraging news. By complementing the important work in recent years to raise standards and …
Recently in Fordham’s Flypaper, Robert Pondiscio reflected a new direction for education reform: a focus on instructional practice. He writes: Shifting ed reform’s focus to improving practice is an acknowledgment …
