Michael J. Petrilli
What autonomous automobiles will mean for adolescence
Among news media, competition less important than achievement gap
Education Next talks with Ben Austin and Michael J. Petrilli
Forum: Pulling the Parent Trigger
How “narrowcast” is the education policy debate?
Surprise! The press paints a distorted picture
Does the reality match the rhetoric?
Improving our schools in 140 characters or less
The following essay is part of a forum, written in honor of Education Next’s 10th anniversary, in which the editors assessed the school reform movement’s victories and challenges to see just how successful reform efforts have been. For the other side of the debate, please see A Battle Begun, Not Won by Paul E. Peterson, [...]
Using video recordings to evaluate teachers
Educating high and low achievers in the same classroom
Why 2010 is a banner year for the education documentary
Interactive and expensive, whiteboards come to the classroom
The charter school movement turns 14
this year, and its behavior, some might say, is “developmentally
What happens when the education reporter goes away?
A peek inside the education blogosphere
Online training is the norm in other professions. Why not in K–12 education?
Newspaper editorialists support charter schools, split on NCLB
Assessing the online encyclopedia’s impact on K–12 education
Talk radio’s take on K–12 education
New technologies target teacher performance
Implementation is not the problem
Quality data and sound analysis matter, after all
Hollywood and Hip-Hop Discover Charter Schools
Schools get an A in resisting reform.
Will NCLB’s restructuring wonder drug prove meaningless?
The case for national standards and tests
There are vast differences between ObamaCare and the Common Core when it comes to federal involvement.
Those who criticize the Common Core standards for asking kids to estimate the answer to a math problem get a few things wrong.
If you want to understand why supporters of the Common Core are frustrated—OK, exasperated—by some of our opponents’ seemingly unlimited willingness to engage in dishonest debate, consider this latest episode.
The U.S. Department of Education issued new guidance for the Public Charter Schools Program that will allow charters to use “weighted lotteries” without forfeiting their chance to receive federal start-up funds.
If DCPS wants to have diverse schools among its ranks, it’s going to need some help from public policy. Controlled choice is one way.
At some D.C. elementary schools, rather than settling into a healthy racial and socioeconomic balance, student populations are flipping from one extreme to the other, with fourth-grade classes dominated by minorities and preschool classes that are mostly white.
For thirty years, Don Hirsch has tried to persuade policymakers to undertake perhaps the one reform we’ve never tried: the widespread adoption of a coherent, sequential, content-rich curriculum. What might change the outcome over the next thirty years?
Students receiving publicly funded scholarships or vouchers should take state assessments and that the results should be reported publicly.
The so-called War on Poverty has been fantastically successful at eradicating poverty among the old and devastatingly miserable at eradicating poverty among the young.
No, we did not achieve universal proficiency by 2014. But that doesn’t mean that students haven’t benefited from the law and its associated reforms.
With winter break upon us, parents face a multitude of decisions. Will we let our kids watch TV? How much? Which shows? Play video games? Which ones? Watch sports?
Any gains provided by a massive new investment in preschool will quickly fade away if Mayor de Blasio doesn’t also tackle New York City’s mediocre elementary schools.
The SIG analysis released by the Department of Education is completely worthless. Looking at changes in proficiency rates tells us virtually nothing about the progress (or lack thereof) of these schools.
What’s a better hypothesis for the lackluster math performance of our fifteen-year-olds? Maybe we’re just not very good at teaching math, especially in high school.
This testimony was presented in Ohio by Mike Petrilli, executive vice president of the Thomas B. Fordham Institute, on November 20, 2013.
The main reason there’s been so little achievement gain over the past few decades arising from the reforms that so many of us have been pressing is precisely because neither curriculum nor instruction much changed.
Someday I’d like to write a book on anti-poverty efforts, and I hope it might have the title above.
Let’s not pretend that the behavior of rich parents is somehow “bad,” even if it creates an unfortunate outcome (greater inequality).
It brings me no pleasure to predict that the project to create rigorous teacher evaluations by fiat is likely to fail.
There’s a simple reason why education has been in the spotlight for so long: It’s one of the few things upon which the politicians–and the Americans they represent–can agree.
In her new book, Diane Ravitch commits the exact same errors for which she lambastes reformers. She oversells the evidence; she fails to consider likely unintended consequences; she doesn’t think through implementation challenges.
Our message to young people, especially those growing up in poverty, should be clear: If you’re willing to do the work, we’ll clear your path to the middle class.
Rather than accept a future of low-skill, low-wage work for our impoverished young people, education reformers aspire to build their “human capital”–their knowledge, skills, capabilities, talents, habits, character–so that the labor market will one day repay their contributions to society with a wage that far exceeds any minimums.
Is there anything schools can to do to encourage their students to follow the "success sequence"?
A response to Deborah Meier
A manifesto in response to Alison Benedikt.
Parents of high-achieving students—whether they be rich or poor, newcomers or old-timers—deserve schools that will challenge their children. If they don’t find them in the city, they will move.
Either policymakers need to combine evaluation systems with reforms that make it plausible to fire ineffective employees, or they shouldn’t bother with high stakes at all.
Most parents want a strong core curriculum in reading and math and an emphasis on STEM subjects, but once these non-negotiables are satisfied, different parents want different things; some seek high test scores, others favor vocational training, some want diversity, and others value art and music.
Proficiency rates are terrible measures of school effectiveness.
On Monday, I published my annual list of the top education policy twitter feeds. It hit a nerve. And for that, I’m grateful, because I immediately heard from the twitterverse that I overlooked some important people.
In what has become an annual summertime tradition, I present to you the top education policy twitter feeds circa 2013.
States should allow a small group of schools to opt out of regular testing and accountability requirements and let these schools use an alternative set of metrics instead.
What matters most is how reformers react to the bright spotlight now on school-grading systems.
There’s little doubt that the media will continue to have a field day with revelations that Tony Bennett worked to change Indiana’s A–F grading system after learning that a high-performing school started by a wealthy donor would receive a C.
The most paternalist policies in place today require the closure of underperforming schools even if they are popular with parents. Who should decide if the tradeoffs are worth it?
A case to be made, but I still don’t quite buy it.
Add education to a long list of federal policy issues that vex and perplex today’s fractured Republican Party.
Without immediate action, the pension funding problem will grow worse and school districts will eventually get crushed—meaning tomorrow’s children will pay the price for yesterday’s adult irresponsibility. State lawmakers need to step up to the plate.
We know that childhood poverty matters a lot. Where agreement breaks down, though, is regarding what to do about it.
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