Not Losing Sight of Achievement Goals for All

By: Kit Faiella, Policy Fellow Between 2003 and 2015, the District of Columbia experienced large achievement gains for its students: double-digit gains in the National Assessment of Educational Progress (NAEP), a growth in attendance and graduation (despite recent setbacks), and more students reported satisfaction in their schooling. For a school district that struggled for soContinue reading “Not Losing Sight of Achievement Goals for All”

Implications of the 2017 NAEP Results

By: Kit Faiella, Policy Fellow On April 25th, three big names in education policy research gathered to discuss the implications of the 2017 National Assessment of Education Progress (NAEP) results. All three are senior fellows at Stanford University’s Hoover Institution. Chester Finn is the president emeritus of the Thomas B. Fordham Institute and a memberContinue reading “Implications of the 2017 NAEP Results”

School Discipline Reform: Hard Lessons from the Front Lines

By: Maria Salciccioli, Senior Policy Analyst Student discipline has been a hot topic in DC lately; Education Chair of the DC Council, David Grosso, proposed legislation that would ban non-violent infractions as a reason for suspension, which would lead to a decrease in school suspensions. He also held a hearing, inviting the public to testifyContinue reading “School Discipline Reform: Hard Lessons from the Front Lines”

Can We Bridge the Research-to-Policy Divide?

By: Tara Adam, Policy Fellow On Thursday, June 15, the Thomas B. Fordham Institute, sponsored by the Knowledge Alliance, held a lively panel discussion on the topic: Moderated by the President of the think tank, Michael J Petrilli, discussants included: Dale Chu, VP of Policy and Operations at America Succeeds; Dan Goldhaber, Director, CEDR University ofContinue reading “Can We Bridge the Research-to-Policy Divide?”