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Analysis and Commentary

Reflecting On Education Week'S 10 Big Ideas Of 2019

by Chester E. Finn Jr.via Flypaper (Fordham Education Blog)
Wednesday, January 16, 2019

Education Week opened the year with a second annual special issue titled “10 Big Ideas” with, wrote editor Elizabeth Rich, “the potential to define—or redefine—education in the year ahead.” Each includes a staff-written essay accompanied by a commentary penned by an outside researcher, practitioner, or advocate.

Analysis and Commentary

A Nation At Hope (Sic)

by Chester E. Finn Jr.via Flypaper (Fordham Education Blog)
Wednesday, January 16, 2019

The long-awaited report of the National Commission on Social, Emotional, & Academic Development is now out and will doubtless make some waves within education’s chattering classes and more broadly among practitioners. But will anyone else notice or care? Let me state up front that—aside from its abominably ungrammatical, if slightly clever, title—it’s a solid, respectable product, the sort of thing one rightly expects from the Aspen Institute, the blue-ribbon panel that produced it, and the eminent foundations that paid for it. It’s worth paying attention to. But I will also admit to a fairly serious case of déjà vu.

Analysis and Commentary

The Education Exchange: How Teach For America Shapes State Education Policy

by Paul E. Petersonvia The Education Exchange
Monday, January 14, 2019

Many Teach for America corps members remain in the classroom long-term, but a large number move on to careers involving advocacy. A new study looks at how Teacher for America impacts state-level education policy. Leslie Finger of Harvard University joins Paul E. Peterson to discuss her study, “National Youth Service and Policy Feedback: How TFA Shapes Education Policy Working Papers through the Development of Young Advocates,” which was co-written with Carlos Lastra-Anadon.

Analysis and Commentary

Why Disparate Impact Theory Is A Bad Fit For School Discipline

by Michael J. Petrillivia Flypaper (Fordham Education Blog)
Thursday, January 10, 2019

In 2014, in response to findings that African American students were three times as likely to be suspended as white students, the Obama Administration sent a lengthy “Dear Colleague” letter to school districts nationwide, spelling out a new policy on school discipline, motivated by disparate impact theory. It warned administrators that they could be subject to a federal civil rights investigation if their data showed significant racial disparities in the use of suspensions or expulsions, and could be found guilty of discrimination even if they had race-neutral discipline policies that were being applied even-handedly.

Analysis and Commentary

How To Get Schools To Use Practices That Work

by Michael J. Petrillivia Flypaper (Fordham Education Blog)
Wednesday, January 9, 2019

Before the holiday break, I wrote a series of posts discussing how we might turn the “End of Education Policy” (as I see it) into a Golden Age of Educational Practice. It’s time to pick up where I left off. To be honest, much of what I published in late 2018 amounted to throat-clearing, a warm-up before the main event.

Analysis and Commentary

Rekindling Moral Education: A Worthy Challenge For Schools Of Choice

by Chester E. Finn Jr.via Flypaper (Fordham Education Blog)
Wednesday, January 9, 2019

Late December brought not one but two excellent disquisitions on moral education, both the importance of rekindling an emphasis on it in American schools and some thoughtful advice as to how to go about it. Each does a nice job of explaining why such rekindling is needed at this time—though unless you’re completely off the grid you already know why: not so much because of troubles with private morality (teenage pregnancy rates are down, etc.) but because of manifest failures in the public and semi-public squares: with honesty, integrity, and trustworthiness, both on the part of elected officials and in the small venues where we observe an excess of selfishness, cheating, laziness, and willingness to be a burden on others.

In the News

Students In Washington’s Charter Schools And Public Schools Learn At Similar Rates, Stanford Report Finds

quoting Margaret (Macke) Raymondvia The Seattle Times
Wednesday, January 9, 2019

The study is the first in-depth analysis of student performance for the state's young charter school network, which was granted more stable legal footing by a state Supreme Court ruling in 2018.


Can Higher Education Be Saved?

by Victor Davis Hansonvia National Review
Tuesday, January 8, 2019

Universities are expensive engines of propaganda and intolerance, and many non-academics are offering scholarly material free online.

United China Relief committee

Silas Palmer Fellow Examines 20th Century Monetary Aid in China

Thursday, December 20, 2018

China, throughout the 20th century, experienced uncertainty and revolution that resulted in radical changes in government. During this time, China also experienced frequent natural disasters (floods and earthquakes) and famines. The effect of these disasters on China’s large population was devastating; people perished, lost their crops, had their houses destroyed, and fled from their homes. 

In the News

Education 20/20 Series With: Mona Charen & Ramesh Ponnuru

Wednesday, January 9, 2019
Hoover Institution, Washington DC

The Hoover Institution hosted "Education 20/20 Series with: Mona Charen & Ramesh Ponnuru" on Wednesday, January 9, 2019 from 4:00 PM – 6:00 PM EST.



K-12 Education Task Force

The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency.

CREDO at Stanford University