The Education Gadfly Show

On this week's solo episode of The Education Gadfly Show, Mike Petrilli discusses President Trump's Education Freedom Tax Credit, including how it works, why he has concerns about its design, and why he still thinks states, including blue states, should opt in. Could the program help Catholic schools and expand scholarships for low-income families, or will it mostly benefit upper-middle-class parents and well-connected schools?Then, on the Research Minute, Amber Northern examines new research on whether full-day pre-K affects English learner identification in elementary school, especially for children from non-English-speaking households.Recommended content: Trump's education tax credit is poorly designed, but blue states should opt into it anyway — Michael J. Petrilli, Thomas B. Fordham InstituteNew York plans to accept the federal tax credit. Should we celebrate? —Michael J. Petrilli, SCHOOLEDThe bipartisan opt-in chorus grows louder —Michael J. Petrilli, SCHOOLEDEffect of Full- Versus Half-Day Pre-K on Grade K–3 English Language Learner Designations — Katharine Parham Malhotra and Allison Atteberry, Sage Journals (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Arkansas Education Secretary Jacob Oliva joins The Education Gadfly Show to discuss the sweeping Arkansas LEARNS reforms, from early literacy and teacher pay to career pathways, parent empowerment, and new approaches to teacher preparation. Why did Arkansas take on so much at once, and can it support teachers, empower districts, and maintain high standards along the way?Then, on the Research Minute, Amber Northern examines new research on Indiana charter schools' post-pandemic academic recovery, especially for Black, Hispanic, low-income, and previously low-performing students.Recommended content:ExcelinEd 2026 Poll Findings —ExcelinEdRaising the Floor: Teacher Retention Effects of a Statewide Minimum Salary Increase —Gema Zamarro, Andrew M. Camp, Josh McGee, Taylor Wilson, and Miranda Vernon, CALDER (2026)What happens when you relax accountability —Michael J. Petrilli, SCHOOLEDVirtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools —Brian R. Fitzpatrick, Mark Berends, Joseph J. Ferrare, and R. Joseph Waddington, Educational Researcher (2020)Indiana Charter School Performance During and After the COVID-19 Pandemic —Ron Zimmer, Stephen M. Ponisciak, Mark Berends, Julie W. Dallavis, Joseph J. Ferrare, Adam Kho, Shelby L. Smith, and Joseph Waddington, EdWorking Papers (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Christy Wolfe, director of K–12 policy at the Bipartisan Policy Center, joins the Education Gadfly Show to discuss a new report on the American workforce—and what it means for K–12 education. As policymakers call for a clearer national talent strategy, which ideas echo past reforms, what's genuinely new, and should school improvement efforts shift from individual schools to districts?Then, on the Research Minute, Amber Northern looks at what happens when schools lock up student phones—and the results may surprise you.Recommended content:A Nation at Risk to a Nation at Work —Bipartisan Policy CenterReimagining School Improvement: What are Portfolio Districts? —Christy Wolfe and Robin Chait, Bipartisan Policy CenterState takeovers are back —Michael J. Petrilli, SCHOOLEDReformers: Yes, states should intervene in failing districts —Michael J. Petrilli, SCHOOLEDThe Effects of School Phone Bans: National Evidence from Lockable Pouches —Hunt Allcott, E. Jason Baron, Thomas Dee, Angela L. Duckworth, Matthew Gentzkow and Brian Jacob, NBER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

On this week's episode, Mike Petrilli is joined by David Griffith and Brian Fitzpatrick to discuss Fordham's latest report, From the Teacher's Desk: A Science of Reading Progress Report. Drawing on a nationally representative survey of K–3 teachers, they examine what educators understand about reading instruction, how state policies are shaping classroom practice, and where progress has been made. The takeaway: While many teachers are embracing the science of reading, gaps in knowledge and implementation remain.Then on the Research Minute, Amber Northern examines new evidence on student attendance, finding that most variation is driven by student characteristics rather than school districts, raising important questions about policies that tie funding to average daily attendance.Recommended content: From the Teacher's Desk: A Science of Reading Progress Report —David Griffith and Brian Fitzpatrick, Thomas B. Fordham InstituteWonkathon 2025 Anthology: What comes next for the science of reading? —Edited by Brandon L. Wright and Elainah Elkins, Thomas B. Fordham InstituteImperfect Attendance: Toward a fairer measure of student absenteeism —Jing Liu, Ph.D., Thomas B. Fordham InstituteHow Large are District Effects on Student Attendance? Implications for School Funding Based on Average Daily Attendance David S. Knight and Mark Olofson, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

On this week's solo episode, Mike Petrilli explores a big question: What would it look like to define an evidence-based model for American elementary schools—and could AI help us get there? Drawing on his long view of school reform, he considers what most schools have in common, where they fall short, and whether a clearer, research-backed playbook could improve outcomes at scale.This is a work-in-progress idea, and Mike wants your feedback. Share your thoughts at mpetrilli [at] fordhaminstitute [dot]org.Then on the Research Minute, Amber Northern examines new evidence on special education, finding that after students are identified for services, their achievement rebounds significantly—suggesting that individualized supports may boost learning more than previously understood.Recommended content: Both/and on test scores & school inspections —Michael J. Petrilli, SCHOOLEDFollow the Science to School: Evidence-based Practices for Elementary Education — Michael J. Petrilli, Kathleen Carroll, and Barbara DavidsonAn ode to elementary schools —Michael J. Petrilli, Thomas B. Fordham InstituteSpecial Education Substantially Improves Learning: Evidence from Three States — Stephanie G. Coffey, Joshua Goodman, Amy Ellen Schwartz, Leanna Stiefel, Marcus A. Winters and Yunee H. Yoon, NBER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Jay Plasman of The Ohio State University joins the Education Gadfly Show to discuss Fordham's latest report on industry-recognized credentials—and whether they actually deliver for students. As Ohio has pushed more high schoolers to earn these credentials, do they lead to higher earnings down the line, or unintentionally steer students away from college pathways?Then on the Research Minute, Amber Northern examines new evidence on goal-setting and commitment pledges—whether they help students follow through on their plans or, surprisingly, can backfire.Recommended content: College or Career Readiness? Postsecondary and Labor Market Outcomes for Ohio High School Students Earning Industry-Recognized Credentials —Jay Plasman for the Thomas B. Fordham InstituteThe state of career-and-technical education in Ohio: An analysis of coursework, industry-recognized credentials, and work-based learning —Jay Plasman for the Thomas B. Fordham InstituteThe high school pathways that boost adult earnings —Aaron Churchill, Thomas B. Fordham InstituteI Promise to Work Hard: The Impact of a Non-Binding Commitment Pledge on Academic Performance —Nicholas A. Wright, Puneet Arora, and Jesse Wright, Education Finance and Policy (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Jean-Claude Brizard, president and CEO of Digital Promise, joins the Education Gadfly Show to discuss the promise—and the pitfalls—of artificial intelligence in education. Drawing on what he's seen in classrooms abroad, Brizard makes the case that AI can elevate teaching and learning—if it's used to strengthen pedagogy rather than replace it. But as schools experiment with new tools, how can they embrace innovation without undermining the foundational skills students still need?Then on the Research Minute, Amber Northern looks at new evidence on alternative schools in Chicago—how they affect enrollment, graduation, and even arrests—and what they mean for students' chances of going to college.Recommended content:AI in education requires national strategy —Jean-Claude Brizard for Fast CompanyThe human stakes of AI grading —Meredith Coffey, Ph.D., Thomas B. Fordham InstituteShould AI be used for teacher evaluation? —Kim Marshall for the Thomas B. Fordham InstituteThe Expansion of Alternative Schools: Impact of Schools Targeting Lower Performing Students —Farah Mallah, Nour Abdul-Razzak, and Monica Bhatt, EdWorking Papers (April 2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.orgNote: The Education Gadfly Show will be on spring break next week. We'll be back with a new episode the following week!

Bibb Hubbard, founder and CEO of Learning Heroes, joins the Education Gadfly Show to discuss grade inflation and the disconnect between what parents think report cards are telling them and how students are actually performing. As families rely on grades and teacher feedback to understand student progress, can stronger school-family communication help give parents a more honest picture of how their children are doing?Then on the Research Minute, Amber Northern looks at new research on Chicago's merit-based free community college program and what it suggests about college choice, degree attainment, and whether free tuition at two-year colleges steers students away from four-year success.Recommended content:B-flation | How Good Grades Can Sideline Parents —Gallup, IncThe Engagement Advantage — Dr. Eyal Bergman and Dr. Zenzile Riddick, Learning HeroesFixing grade inflation via clear policies and cultural change —Michael J. Petrilli, SCHOOLEDFixing grade inflation through incentives and transparency —Michael J. Petrilli, SCHOOLEDThe Effect of Merit-Based Free Community College —Emileigh Harrison, Kelly Hallberg, Elijah Ruiz, and Marvin Slaughter, EdWorking Papers (March 2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Mike Petrilli takes a solo turn to tackle teacher diversity, a topic at the center of today's debates over DEI. Should schools recruit teachers whose backgrounds reflect those of their students? What does the research say about how shared life experiences shape student outcomes? And how can schools promote diversity while maintaining high standards for academic excellence?Then on the Research Minute, Amber Northern examines new research on Arkansas's LEARNS Act, which raised the state's minimum teacher salary to $50,000, and what it reveals about teacher pay and retention.Recommended content:The Right Way to Boost Teacher Diversity —Michael J. Petrilli for AEICan left and right find middle ground on teacher diversity? —Michael J. Petrilli, SCHOOLEDIn defense of teacher diversity —Michael J. Petrilli, SCHOOLEDRaising the Floor: Teacher Retention Effects of a Statewide Minimum Salary Increase —Gema Zamarro, Andrew M. Camp, Josh McGee, Taylor Wilson, and Miranda Vernon, CALDER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Robin Lake, director of the Center on Reinventing Public Education, joins the Education Gadfly Show to discuss the rapid evolution of artificial intelligence and what it could mean for schools. As AI tools grow more powerful, do schools need to fundamentally rethink how they prepare students for the future of work?Then on the Research Minute, Amber Northern looks at evidence from New Jersey on whether raising teacher salaries improves student outcomes, highlighting research that links salary increases to gains in test scores, graduation rates, and college enrollment.Recommended content:Agentic AI and the Future of Work —Robin Lake, Think Forward: Learning with AI, The Center on Reinventing Public EducationAI-assisted learning stumbles on the evidence —Daniel Buck and Anna Low, Thomas B. Fordham InstituteWhat Happens When We Pay Our Teachers More? Evidence from New Jersey Public Schools —Prasiddha Shakya, Institute of Education Sciences, EdWorking Papers (2024)Raising the Floor: Teacher Retention Effects of a Statewide Minimum Salary Increase —Gema Zamarro, Andrew M. Camp, Josh McGee, Taylor Wilson, and Miranda Vernon, CALDER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Drew Bailey, professor at the University of California, Irvine, joins The Education Gadfly Show to discuss the fadeout effect across education interventions. Why do early treatment effects shrink over time, and what does that mean for judging program success, especially when test score gains diminish but long-term outcomes like graduation rates and earnings persist? We also debate the role of test scores in accountability, the evidence linking school value-added to real-world success, and what this all means for the role of testing in school choice initiatives.Then on the Research Minute, Amber Northern examines new data on how states define “proficiency” in reading and math and what NAEP reveals about rigor, transparency, and the debate over standards.Recommended content:Why Do Most Education Interventions Fade Out Over Time? —Drew Bailey, Tyler Watts, and Emma Hart, Education NextSchool Choice, Test Scores and Long-Term Outcomes: The Evidence Is Ambiguous —Michael J Petrilli, Education NextReducing Inequality through Dynamic Complementarity: Evidence from Head Start and Public School Spending —Rucker C. Johnson and C. Kirabo Johnson, American Economic JournalA future for IES? —Chester E. Finn, Jr., Thomas B. Fordham InstituteMapping State Proficiency Standards Onto the NAEP Scales Results From the 2022 NAEP Reading and Mathematics Assessments —Darrick Shen-Wei Yee and Brian Cramer, Institute of Education Sciences, National Center for Education Statistics (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Karen Vaites, founder of The Curriculum Insight Project, joins us to discuss the evolving debate over curriculum reviews and state adoption policies. As more states look to third-party evaluations to guide decisions—and some consider mandating state-approved lists—how can policymakers avoid making costly mistakes?Then on the Research Minute, Amber Northern examines new evidence on whether teacher effectiveness truly transfers when high-performing educators move into lower-achieving schools.Recommended content:Educators Were Sold a Story About Phonemic Awareness —Karen Vaites, The Curriculum Insight ProjectWhat American Education Reformers Can Learn from England — Helen Baxendale, Education NextIs Teacher Effectiveness Fully Portable? Evidence from the Random Assignment of Transfer Incentives —Matthew A. Kraft, John P. Papay, Jessalynn James and Manuel Monti-Nussbaum, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week on The Education Gadfly Show, Mike Petrilli goes solo to talk about grade inflation—what it means, how it's changed over time, and why tougher grading standards help students learn more. He argues that easier grades don't serve students well—and explores what states can do about it.Then, on the Research Minute, Amber Northern shares new evidence from Texas showing that distance from public colleges—especially community colleges—strongly shapes whether students enroll in and complete college, with particularly stark effects for lower-income and Hispanic students.Recommended content: Grade Inflation in High Schools (2005–2016) —Seth Gershenson, Thomas B. Fordham InstituteGreat Expectations: The Impact of Rigorous Grading Practices on Student Achievement —Seth Gershenson, Thomas B. Fordham Institute“Equitable” Grading Through the Eyes of Teachers —David Griffith and Adam Tyner, Thomas B. Fordham InstituteEasy A's, lower pay: Grade inflation's hidden damage —Jill Barshay, The Hechinger ReportDistance to degrees: How college proximity shapes students' enrollment choices and attainment across race-ethnicity and socioeconomic status —Riley Acton, Kalena E. Cortes, Lois Miller, and Camila Morales, Economics of Education Review (2025)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week on The Education Gadfly Show, we're joined by Elliot Regenstein, partner at Foresight Law + Policy and author of Readiness: Preparing State Early Childhood Systems for a Brighter Future, to talk about early childhood education and care—and why state systems are so often fragmented and hard to navigate. We discuss who makes key decisions, why coordination is so difficult, and what it would take to build more coherent early childhood systems going forward.Then, on the Research Minute, Amber Northern shares new evidence on achievement gaps across different types of schools, showing that inequality has grown fastest in traditional public schools, while charter schools show more positive trends over time.Recommended content:Readiness: Preparing State Early Childhood Systems for a Brighter Future —Elliot RegensteinThe Best American School System —Tim Daly, The Education DalyThe Nation's Achievement Inequality Report Card: An Assessment of Test Score and Equality Trends in Traditional Public, Charter, Catholic, and Department of Defense Schools —M. Danish Shakeel, Misty Gallo, and Patrick J. Wolf, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week on The Education Gadfly Show, we're joined by Karin Chenoweth, founder of Democracy and Education and author of Schools that Succeed, to talk about what she's learned from years of visiting successful classrooms, schools, and districts across the country. We explore a deceptively simple question: Why don't educators, policymakers, and researchers spend more time studying success?Then, on the Research Minute, Amber Northern highlights new evidence from New York City showing that small public high schools significantly boost graduation rates and college enrollment, especially for disadvantaged students.Recommended content: Schools that Succeed —Karin ChenowethLearning from greatness: The conversation continues —Holly Korbey, The Bell RingerBest practices are the worst —Jay P. Greene, Education NextEffects of New York City's small schools of choice on postsecondary degree attainment and employment —Rebecca Unterman and Miki Shih, MDRC (2026)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week on The Education Gadfly Show, we're marking National School Choice Week with a conversation with Shelby Doyle of the National School Choice Awareness Foundation. We talk about why the movement emphasizes school choice rather than educational choice—and whether the growing focus on education savings accounts is a good development for the movement.Then, on the Research Minute, Amber Northern breaks down new evidence on how disability identification varies by student family income, raising important questions about equity, access to services, and how schools classify and support students.Recommended content: National School Choice Week 2026 — National School Choice Awareness FoundationEducation savings accounts: Boffo or bonkers? | Episode 1002 of The Education Gadfly ShowEducational choice is giving new hope to Catholic schools —Mike McShane for the Thomas B. Fordham InstituteSchool-based disability identification varies by student family income — Nicholas Ainsworth, Christopher Cleveland, Leah R. Clark, Jacob Hibel, Quentin Brummet, Andrew Saultz, Emily Penner, Michelle Spiegel, Paul Yoo, Juan Camilo Cristancho, Paul Hanselman, and Andrew Penner, EdWorking Papers (2026)Minorities Are disproportionately underrepresented in special education —Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Mattison, Richard; Maczuga, Steve; Li, Hui; Cook, Michael, Educational Researcher (2015)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week on The Education Gadfly Show, Mike Petrilli goes solo. After recently playing ESA skeptic at an international school choice conference, Mike walks through where he now stands on Education Savings Accounts—laying out the strongest arguments in their favor and explaining why he's increasingly unconvinced the tradeoffs are worth it.Then, on the Research Minute, Amber Northern highlights new research using Michigan data to examine what happens when students with disabilities switch from traditional public schools to charter schools, focusing on changes in attendance and academic outcomes.Recommended content:Joyful classrooms, but zero public transparency: Inside an ESA micro-school | Episode 987 of The Education Gadfly Show —Thomas B. Fordham InstituteRethinking ESA policy design — Katherine Bathgate, EdChoiceHow Do Charter Schools Serve Students with Disabilities? Lessons from Michigan —Scott Imberman and Andrew Johnson, REACH (2026)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week, we're joined by Liz Cohen, vice president of policy at 50CAN, to discuss her book, The Future of Tutoring. Mike and David ask her some tough questions on whether tutoring is worth the investment, and she provides some excellent answers.Then on the Research Minute, Amber highlights new evidence showing that students' family background plays a key role not just in college major choice, but also in who goes on to graduate school and how earnings unfold over time.Recommended content: The Future of Tutoring, Lessons from 10,000 School District Tutoring Initiatives —Liz CohenSCHOOLED: Should tutoring play a big role in America's schools going forward? —Michael J. Petrilli, Thomas B. Fordham InstituteThe narrow path to do it right: Lessons from vaccine making for high-dosage tutoring —Mike Goldstein and Bowen Paulle for the Thomas B. Fordham InstituteFamily Background and College Major Choice: Evidence on Major Earnings Growth —Margaret Leighton, Education Finance and Policy (2026) Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week, we're marking a major milestone—Episode 1,000 of The Education Gadfly Show. Instead of focusing on a single topic, we're branching out for a big-picture conversation about the state of education policy—past, present, and future—with Rick Hess and Tom Loveless, the original co-host of the show and its very first guest. In particular, we wonder whether we were too pessimistic back in the No Child Left Behind era, why education outcomes and other social indicators turned south in the 2010s, and how to kick start progress again.Then, on the Research Minute, we're thrilled to welcome Amber Northern back to the show after a long hiatus, as she reflects on what education research has taught us since we started podcasting in 2006—and how its use by policymakers has evolved.Recommended content:SCHOOLED: Learning from Rod Paige, Jim Hunt, and Lou Gerstner —Michael J. Petrilli, Thomas B. Fordham InstituteNow's a perfect time to catch up on episodes you may have missed. From advanced education and measuring school quality to reducing chronic absenteeism, you can find past episodes here:https://fordhaminstitute.org/national/resource-types/podcastFeedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

This week, Mike Petrilli looks back at the highs and lows of education reform in 2025 as we wrap up our final episode of the year.Then, on the Research Minute, David Griffith closes things out with a countdown of his top five studies of 2025—plus one bonus pick.Recommended content:Wonkathon 2025: What will make science of reading laws succeed? —Thomas B. Fordham Institute2025 Eddies —PIE NetworkWas 2025 a good year for education reform? —Michael J. Petrilli, SCHOOLEDHave you subscribed to Schooled? Don't miss out on the education reform community's hot takes! Click the link below:https://schooledbymikepetrilli.substack.com/David's Top Research Minutes of 20255. Gender Gaps in the Early Grades: Questioning the Narrative that Schools are Poorly Suited to Young BoysFeatured in Episode 9884. How Test Optional Policies in College Admissions Disproportionately Harm High-Achieving Applicants from Disadvantaged BackgroundsFeatured in Episode 9553. When Decentralization Works: Leadership, Local Needs, and Student AchievementFeatured in Episode 9852. The Effects of Universal School Vouchers on Private School Tuition and Enrollment: A National AnalysisFeatured in Episode 9861. Who Wants to Be a Teacher in America?Featured in Episode 992Bonus: The Impact of Cell Phone Bans in Schools: Evidence From FloridaSee also: Cutting the cord: Early evidence on cellphone policy implementation —Alicia Anderson, Thomas B. Fordham Institute--Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.orgShareSubscribe now

This week, we're joined by Matt Barnum, Chalkbeat's Ideas editor, to unpack whether college enrollment is truly declining—or whether the national narrative has gotten ahead of the data. Then, on the Research Minute, Fordham's new national research manager Brian Fitzpatrick highlights evidence from D.C. Public Schools showing that teacher monitoring improves instruction and student outcomes—especially for teachers under pressure to raise test scores. Recommended content: Is college enrollment really plummeting? — Matt Barnum, Chalkbeat IdeasIt's Too Early to Write Off College Degrees —Callum Borchers, The Wall Street JournalDoes Monitoring Change Teacher Pedagogy and Student Outcomes? —Aaron Phipps, Journal of Labor Economics, The University of Chicago Press Journals (2025)--Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, we're joined by Wonkathon winner Eric Tucker—CEO and president of The Study Group—to talk about his first-place entry on what it will take for the science of reading laws to succeed.Then, on the Research Minute, David Griffith highlights a study showing how much valuable information is lost when individual test questions are collapsed into a single score—and why states could produce better value-added measures by using the rich data they already collect.  Recommended content: Science of reading 2.0: Assessment in the service of learning as the backbone of science-powered reading improvement — Edmund W. Gordon and Eric Tucker for the Thomas B. Fordham InstituteWonkathon 2025: What will make science of reading laws succeed? —Thomas B. Fordham InstituteDo Test Scores Misrepresent Test Results? An Item-by-Item Analysis —Jesse Bruhn, Michael Gilraine, Jens Ludwig, and Sendhil Mullainathan, EdWorkingPapers (2025)--Don't miss our December 4 webinar, Implementation Is Where It's At: What's Next for the Science of Reading?, happening at 3:00 p.m. ET.Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, Mike Petrilli returns for a solo episode to dig into artificial intelligence—not classroom tools or teaching tips, but the big-picture implications of AI for what students need to learn as work, citizenship, and even human flourishing rapidly evolve.Then, on the Research Minute, David Griffith highlights a study linking the recent rise in child labor violations to declining school attendance—especially among Black youth and students living on farms.Recommended content: A “Zero-Based Budgeting” Approach for High School Course Requirements in the Age of AI — Michael J. Petrilli for The Center on Reinventing Public EducationThe illusion of learning: The danger of artificial intelligence for education — Robert Pondiscio, Thomas B. Fordham InstituteAI Will Transform The Workplace. Will Education Keep Up? — Matt Gandal, ForbesContemporary Child Labor and Declining School Attendance in the U.S —Lucy C. Sorensen, Melissa Arnold Lyon, Ji Hyun Byeon, and Stephen B. Holt, EdWorkingPapers (2025)--Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, we're joined by longtime special education advocate Elizabeth Yancy Bostic to discuss what could happen for students with disabilities if federal oversight and enforcement of IDEA are scaled back. Drawing on more than two decades of experience supporting families, including her own, as they navigate services, Elizabeth explains why strong oversight matters and what is at risk for students and districts when those safeguards erode.Then, on the Research Minute, David Griffith shares a study from Sweden that tracks the long-term outcomes of students attending for-profit versus nonprofit charter high schools.Recommended content: ‘Educational exile': How Trump's layoffs threaten students with disabilities — Susan Haas, Education WeekCRPE on special education: Great diagnosis, wrong prescription — Chester E. Finn, Jr., Thomas B. Fordham InstituteSchooling for Profit: Long-run Effects of Private Providers in Public Education —Petter Berg (2025) Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, we're joined by Ohio State's Stéphane Lavertu, author of Fordham's new study, The Leaky Pipeline: Assessing the college outcomes of Ohio's high-achieving low-income students. The report examines the experiences of Ohio's high-achieving, low-income—or “HALO”—students and finds that access to advanced learning opportunities plays a major role in whether they make it to four-year colleges.Then, on the Research Minute, David Griffith spotlights a decades-long British study that followed the same individuals from childhood to age fifty—revealing how early cognitive skills shape lifelong outcomes, from education and occupation to wages.Recommended content: The Leaky Pipeline: Assessing the college outcomes of Ohio's high-achieving low-income students —Stéphane Lavertu, Thomas B. Fordham InstituteExcellence Gaps by Race and Socioeconomic Status —Meredith Coffey and Adam Tyner, Thomas B. Fordham InstituteBuilding a Wider, More Diverse Pipeline of Advanced Learners —The National Working Group on Advanced EducationCognitive Skills Beyond Childhood —Uta Bolt, The Economic Journal (2025) Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, Fordham's President Emeritus Checker Finn joins the show to unpack a troubling trend—the collapse of graduation standards—and why it matters for every American student.Then, on David Griffith's first Research Minute, a new study looks at the demographics of college applicants interested in teaching in America—and explores why some who enter similar “helping professions,” like nursing and social work, steer clear of the classroom.Recommended content: High school graduation standards have collapsed. Does it matter? —Michael J. Petrilli, SchooledAre high school graduation standards too low? —Michael J. Petrilli, SchooledThe end of MCAS is the end of an era. Now let's figure out what comes next. —Michael J. Petrilli, Thomas B. Fordham InstituteWho wants to be a teacher? — Robert Chung, Thomas B. Fordham InstituteWho wants to be a teacher? — Brendan Bartanen, Andrew Avitabile, and Andrew Kwok, EdWorking Papers (2025)Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, we're joined by Bryan Hassel, co-president of Public Impact, to discuss how redesigning school staffing—through models like Opportunity Culture—can boost both teacher retention and student success.Then, on Adam Tyner's final Research Minute, he shares a study on how ending compulsory religious education in German schools shaped students later in life—making them less religious, but more likely to work and earn higher incomes as adults.Recommended content: Opportunity Culture —Public ImpactThink Again: Do the returns to teacher experience fizzle out? —Anne Podolsky and Linda Darling-Hammond for the Thomas B. Fordham InstituteHere's how we hold on to experienced teachers: Give them the support they need —Linda Darling-Hammond and Michael J. Petrilli for the Hechinger ReportCan Schools Change Religious Attitudes? — Benjamin W. Arold, Ludger Woessmann and Larissa Zierow, The Journal of Human Resources (2025)Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, Mike Petrilli flies solo to discuss New York City mayoral candidate Zohran Mamdani's proposal to eliminate gifted education in the early grades—and how progressives can be persuaded to champion advanced learning opportunities for all students.Then, on the Research Minute, Adam Tyner reviews a new study on how parental education shapes excellence gaps among students.Recommended content: How can we depolarize “gifted education”? —Michael J. Petrilli, SCHOOLEDBuilding a wider, more diverse pipeline of advanced learners — The National Working Group on Advanced EducationThe war against gifted education continues, Zohran Mamdani edition —James Pethokoukis, Faster, PleaseGifted, talented and Zohran Mamdani —The Wall Street JournalFive facts about the first-generation excellence gap —Uditi Karna, John A. List, Andrew Simon and Haruka Uchida, NBER 2025Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, Aneesh Sohoni, CEO of Teach for America, joins The Education Gadfly Show to discuss TFA's impact in the classroom and beyond, why teaching is a compelling opportunity for Gen Z college graduates, what corps members are saying about AI in the classroom. Then, on a special Research Minute, Adam Tyner shares findings from Who's on Board? School Boards and Political Representation in an Age of Conflict, Fordham's brand new report by David Houston and Michael Hartney surveying school board members across the country.Recommended content: Could an AI-driven “job apocalypse” push the best and brightest into teaching? —Michael J. Petrilli, Thomas B. Fordham InstituteWho's on Board? School boards and political representation in an age of conflict —David M. Houston and Michael T. Hartney for the Thomas B. Fordham Institute (October 2025)Upcoming webinar on October 14 at 3:00 PM ET: Are school boards out of touch with their constituents?Feedback Welcome: Have ideas for improving our show? Send them to thegadfly@fordhaminstitute.org

This week, Fordham's president emeritus Checker Finn and Laura Hamilton of the Center for Assessment join us for a polite debate on whether school quality should be judged by more than test scores.On the Research Minute, Adam Tyner unpacks a massive study of ten million students that tracks how gender gaps in math and reading develop from kindergarten through fifth grade—and what that means for the narrative about boys and school.Recommended contentThe mixed blessing of new school measures —Chester E. Finn, Jr., Thomas B. FordhamOur assessment systems should reflect the purposes of public education —Laura Hamilton, Center for Assessment#971: A “Quality Check” on school accountability, with Tom Toch and Lynn Olson —The Education Gadfly ShowDo we know how to measure school quality? —Van Schoales, Education WeekGender Gaps in the Early Grades: Questioning the Narrative that Schools are Poorly Suited to Young Boys — Megan Kuhfeld and Margaret Burchinal, Annenberg Institute at Brown University (2025)Redshirt the boys—Richard V. Reeves for The AtlanticFeedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

This week, Chandler Fritz, author of Harper's Magazine's cover story The Homemade Scholar, shares what he discovered when teaching in an ESA-funded micro-school—including a lackluster curriculum but undeniably joyful kids.On the Research Minute, Adam Tyner unpacks California's big school-spending surge—showing that despite major funding increases, starting teacher pay hasn't risen and staffing levels have barely changed.Recommended contentThe Homemade Scholar —Chandler Fritz, Harper's MagazineThe “à la carte education” accountability conundrum —Michael J. Petrilli, Thomas B. Fordham InstituteStudent experience data is sending a message. Will we listen? —Dr. Deborah A. Gist for the Thomas B. Fordham InstituteWhy I'm wary of universal education savings accounts —Chester E. Finn, Jr., Thomas B. Fordham InstituteDoing educational equity right: School finance —Michael J. Petrilli, Thomas B. FordhamTeacher Staffing Trends in California: Assessing the Impact of Recent Spending —Julien Lafortune, Iwunze Ugo, and Brett Guinan, PPIC (2025)Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

This week, Mike Petrilli digs into the latest NAEP results—and explores whether the rise of smartphones and social media might help explain them. It's another solo episode, just Mike and the mic.On the Research Minute, Adam Tyner shares a new REACH study showing that school voucher programs have boosted private school enrollment by just 3 percent so far—but are already putting upward pressure on tuition.Recommended contentThe Best Takes on the Worst NAEP Scores Ever —Michael J. Petrilli, SCHOOLEDSchools, but not states, should ban phones —Michael J. Petrilli, SCHOOLEDCellphone bans are not enough —Henry Seton for the Thomas B. Fordham InstituteStudent Test Scores Keep Falling. What's Really to Blame? —Martin R. West, Education WeekPay Attention, Kid!—Daniel T. Willingham, EducationNextThe Effects of Universal School Vouchers on Private School Tuition and Enrollment: A National Analysis —Douglas N. Harris and Gabriel Olivier, REACH (2025)Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

Ashley Jochim, principal at the Center on Reinventing Public Education and mom of four, joins Mike Petrilli and David Griffith on the Education Gadfly Show to continue our debate on private school choice and regulation. She also discusses how Democrats' defense of public schools often clashes with families' real experiences, and why clear, consumer-facing information is essential to making choice work. On the Research Minute, Adam Tyner highlights a new NBER study from Chicago showing that giving principals more autonomy can boost student achievement— though effects vary widely depending on leadership capacity.Recommended content Unfettered Choice Has Not Delivered on Promises to Milwaukee Families —Ashley Jochim, Education NextInnovation, regulation, and school choice, with Mike McShane | Episode 984 of The Education Gadfly Show Overregulated charter schools: Fact or fiction? —Michael J. PetrilliThe mixed blessing of new school measures—Chester E. Finn, Jr.When decentralization works: Leadership, local Needs, and student achievement—C. Kirabo Jackson, NBER (2025)Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

Mike McShane, Director of National Research for EdChoice, joins us on the Education Gadfly Show to debate tradeoffs when it comes to regulation and innovation in the charter school and private school choice sectors.Then, on the Research Minute, Adam Tyner shares a report from the Urban Institute looking at college and career indicators and how they relate to research on post-high school outcomes. Recommended content: On school choice:Overregulated charter schools: Fact or fiction? —Michael J. PetrilliSchool choice should take the road less traveled —Robert Enlow and Michael Q. McShane, Education Next Charter school regulation means keeping the destination in sight —Thibaut DelloueFrom the Research Minute:Which college and career readiness standards best align with positive outcomes after high school? —Kristin Blagg, The Urban Institute (July 2025) The vibes for career-tech programs are great. But they're too rare. —Michael J. Petrilli--Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

ERS president and managing partner Jonathan Travers joins Mike Petrilli on The Education Gadfly Show to talk about school district budgeting during uncertain times.Then, on the Research Minute, Adam Tyner shares a new report from the National Council on Teacher Quality looking at district policies on pay bumps for teachers with master's degrees, and how the money could be better spent.Recommended content:The degree dilemma: School districts spend millions on ineffective master's degree premiums —Katherine Bowser, National Council on Teacher Quality (August 2025)Close bad schools and expand good ones —Chad AldemanWhen—and why—legislated school finance reforms don't increase state education spending —Amber Northern and Jeff MurrayAn in-depth look at how Texas makes teacher merit pay work —Jessica PoinerThe ESSER hangover is here —Marguerite RozaFeedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

On this week's solo episode, Mike shares his thoughts on whether it's ever okay to let schools opt out of state standardized tests and use nationally normed assessments instead. Then, on a special Research Minute, Fordham's own Adam Tyner and David Griffith share results from their brand new report about the pressure on teachers to give higher grades in the name of equity. Recommended content: Welcome to Lake Wobegon, Oklahoma —Michael J. Petrilli, Thomas B. Fordham InstituteWhen private schools take public dollars: What's the place of accountability in school voucher programs? — Michael J. Petrilli, Chester E. Finn, Jr., Christina Hentges, and Amber M. Northern for the Thomas B. Fordham Institute (2009)Evaluating the content and quality of next generation assessments —Nancy Doorey and Morgan Polikoff for the Thomas B. Fordham Institute (2016)--“Equitable” grading through the eyes of teachers —David Griffith and Adam Tyner for the Thomas B. Fordham Institute (2025)Grade inflation: Why it matters and how to stop it —Adam Tyner, Thomas B. Fordham Institute--Don't forget to sign up for a special webinar on equitable grading practices hosted by Jessica Grose of the New York Times on Wednesday, September 10 from 12-1 pm ET:Does "equitable" grading lower expectations for students?--Feedback Welcome: Have ideas for improving our show? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.  

This week, Matthew Kraft, professor of education and economics at Brown University, joins The Education Gadfly Show to discuss the intersection of education policy and climate change.Then, on the Research Minute, Adam Tyner examines whether an elite “exam school” led to better educational outcomes for its students.Recommended content: On education and climate changeEducation and climate change: Synthesizing the evidence to guide future research —Matthew Kraft, Sohil Malik, and Grace Falken, Anneberg Institute EdWorkingPaper (2025)Does spending on school facilities raise student test scores? —Amber M. Northern, Ph.D., Thomas B. Fordham InstituteHow school HVAC systems affect learning —Ali Schalop, Thomas B. Fordham InstituteThe Research MinuteOptimal school system and curriculum design: Theory and evidence —Glenn Ellison & Parag A. Pathak, National Bureau of Economic Research (2025)Threading the needle on selective enrollment public schools —Michael J. Petrilli, Thomas B. Fordham InstituteFeedback welcome: Have ideas for improving our show? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.  

On this week's Education Gadfly Show, Ben Austin, Founding Director of Education Civil Rights Now, joins us to discuss why the Democratic Party lost its way on education policy—and what it must do to rebuild credibility and improve its chances in national elections.Then, on the Research Minute, Adam shares a new study on state takeovers of school districts, examining who benefits and how these interventions impact district finances.Recommended content: “Democrats have lost their way on education policy. Here's how to get back on track.” —Ben Austin, The Hill“Democrats need to break up with Randi Weingarten” —Ben Austin, The Hill“Trump's school choice initiative puts Democratic governors in a bind” —Michael J. Petrilli, Thomas B. Fordham Institute“Help wanted: Ed-reform governors needed (again)” —Chester E. Finn, Jr., Thomas B. Fordham Institute“How state takeovers of school districts affect education finance, 1990 to 2019”—Melissa Arnold Lyon,  Joshua Bleiberg, and Beth Schueler, Education Finance and Policy (2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.  

On this week's Education Gadfly Show, Vlad Kogan—professor and director of undergraduate studies at The Ohio State University—joins us to discuss his forthcoming book, No Adult Left Behind: How Politics Hijacks Education Policy and Hurts Kids (out August 21).Then, on the Research Minute, Adam highlights new findings from the National Bureau of Economic Research on the long-term benefits of participation in scholastic sports.Recommended content:“No Adult Left Behind: How Politics Hijacks Education Policy and Hurts Kids” —Vladimir Kogan“When School Board Elections Lose Their Voice” —Anna J. Egalite, Education Next“The Benefits of Scholastic Athletics” — James J. Heckman, Colleen P. Loughlin, and Haihan Tian, NBER (July 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week's Education Gadfly Show, Mike returns for another solo episode, reflecting on the role of regulation in school choice—is it stifling innovation or saving us from bad schools?Then, on the Research Minute, Adam covers a study looking at the relationship between timed math testing and anxiety among fourth- and fifth-grade students.Recommended content:“Democrats' School Choice Dilemma” —Michael J. Petrilli, for the Wall Street Journal“Seizing educational dynamism” —Stéphane Lavertu and Tim Rosenberger, Thomas B. Fordham Institute“School Choice Should Take the Road Less Traveled” —Robert Enlow and Michael Q. McShane, Education Next“Of School Choice, Regulation, and the Real Road-Least Traveled” —Jed Wallace, CharterFolk“It's One Small, Ugly School Choice Expansion” —Michael Q. McShane, for the Wall Street Journal“Math anxiety in elementary students: Examining the role of timing and task complexity” —Kathrin E. Maki, Anne F. Zaslofsky, Robin Codding, and Breanne Woods, ScienceDirect (2024)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week's Education Gadfly Show, Brian Jodice, National Press Secretary for the American Federation for Children joins us for a lively debate on the federal school choice provision embedded in the newly enacted “One Big Beautiful Bill”—including its potential impact in blue states.Then, on the Research Minute, Adam reviews a new Education Next study showing that a low-cost college-planning course can boost success for high-achieving, low-income students.Recommended content: “Democrats' School Choice Dilemma” —Michael J. Petrilli, for The Wall Street Journal“Federal school choice skeptics are tilting at windmills” —Shaka Mitchell, for the Thomas B. Fordham Institute“College Counseling in the Classroom” —Joshua Hyman, Education Next“#974: The Risks of the Educational Choice for Children Act, with Jon Valant” —Education Gadfly Show, Thomas B. Fordham InstituteEducation Gadfly Show #974: The Risks of the Educational Choice for Children Act, with Jon ValantEducation Gadfly Show #963: All about the Educational Choice for Children Act, with Jim Blew Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

 On this week's Education Gadfly Show podcast, Doug Harris, director of the National Center for Research on Education Access and Choice (REACH), joins us to discuss a new website aimed at advancing evidence-based education policy and supporting more effective decision-making in schools.Then, on the Research Minute, Meredith Coffey examines new data from Massachusetts that reveal lasting post-pandemic shifts in school enrollment, particularly in the middle grades and in higher-income districts.Recommended content: “AEFP Live Handbook of Education Policy Research” —Association for Education Finance & Policy (AEFP)“School Enrollment Shifts Five Years After the Pandemic” —Abigail Francis and Joshua Goodman, EdWorkingPapers (June 2025)“Analyzing homeschooling demographics and families' definitions of student success” —Jeff Murray, Thomas B. Fordham Institute“Fixing IES” —Chester E. Finn, Jr., Thomas B. Fordham InstituteFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Mike flies solo to reflect on what's happening across the education reform landscape—from the private school choice debate to the question of whether education reform has successfully scaled.Then, on the Research Minute, Adam shares a study examining four-day school weeks and their (paltry) impact on teacher recruitment and retention.Recommended content:“Maine Case Opens New Battleground for School Choice: The Right to Discriminate” —Linda Jacobson, The 74“What Betsy DeVos should say about vouchers, LGBT rights, and religious liberty” —Mike Petrilli, Thomas B. Fordham Institute“John Arnold's Instructive Retreat from Ed Reform” —Mike Goldstein, Education Next“Fewer Children Left Behind: Lessons From the Dramatic Achievement Gains of the 1990s and 2000s” —Mike Petrilli, Thomas B. Fordham Institute“The Effects of the Four-Day School Week on Teacher Recruitment and Retention” —Andrew M. Camp, J. Cameron Anglum, Cory Koedel, Se Woong Lee, and Tuan D. Nguyen, CALDER (2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Jon Valant —director of the Brown Center on Education Policy and a senior fellow in Governance Studies at Brookings—joins Mike to discuss his recent analysis of the federal tax credit scholarship initiative included in the Republican budget bill and its potential to open the door to waste, fraud, and discriminatory practices. Then, on the Research Minute, Adam shares a Belgian study comparing the cognitive and non-cognitive effects of work-based learning within different vocational education arrangements.Recommended content: “The Educational Choice for Children Act opens the door to waste, fraud, and abuse” —Jon Valant, Brookings Institution“Federal school choice skeptics are tilting at windmills” —Shaka Mitchell, for Thomas B. Fordham Institute“The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education” —Ilse Tobback, Dieter Verhaest, and Kristof De Witte, Economics of Education Review (2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

On this week's Education Gadfly Show podcast, Linda Darling-Hammond and Anne Podolsky of the Learning Policy Institute—authors of our latest Think Again brief, “Do the Returns to Teacher Experience Fizzle Out?”—join Mike and David to discuss whether teachers really stop improving after just a few years on the job. Then, on the Research Minute, Adam shares a study examining the extent of school board turnover and whether it is linked to school performance.Recommended content: “Think Again: Do the returns to teacher experience fizzle out?” —Anne Poldolsky and Linda Darling-Hammond, Learning Policy Institute, for Thomas B. Fordham Institute“Effective Teacher Professional Development” — Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner, Learning Policy Institute“The voices we don't hear: Teachers who gave up” —Robert Pondiscio, Thomas B. Fordham Institute“High Turnover with Low Accountability: Local School Board Elections in 16 States” — Vladimir Kogan, Stéphane Lavertu, and Zachary Peskowitz, EdWorking Paper (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

On this week's Education Gadfly Show podcast, Brandon Brown, CEO of The Mind Trust, joins Mike to explain why charter school advocates keep winning in red states—and how others might follow Indiana's lead. Then, on the Research Minute, Adam shares a new study documenting the sharp rise in teacher absences post-pandemic—and why it matters for schools and students.Recommended content:“Charter school advocates keep winning—at least in red states” —Brandon Brown, CEO of The Mind Trust, for Thomas B. Fordham Institute“Education reform in red versus blue states” — Michael Petrilli, Thomas B. Fordham Institute“Five ways to ensure that charter schools have a political future” —Brandon Brown, Thomas B. Fordham Institute“Ed in ‘28: A playbook for Democratic education reformers” —Dale Chu, Thomas B. Fordham Institute“State data shows K–12 teacher absences surged post-pandemic” —Michael Hansen, Purnima Aggarwal, and Rebecca Wagner, Brookings Institute (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Tom Toch, director of FutureEd, and Lynn Olson, former deputy director at the Bill and Melinda Gates Foundation, join Mike and David to discuss Lynn's new paper, “Quality Check: The New, Best Way to Measure School Performance.” Then, on the Research Minute, Amber shares a study on the economic effects of Universal Pre-Kindergarten programs, showing that UPK boosted workforce participation across nine states and cities.Recommended content:“Quality Check: The New, Best Way to Measure School Performance” —Lynn Olson, FutureEd“A New, Bipartisan Agenda for Raising Student Achievement” —Tom Toch, FutureEd“The Full Measure of a School” —Erik W. Robelen, Education Next“Ready or Not? A New Way to Measure Elementary and Middle School Quality” — Jing Liu, Seth Gershenson, and Max Anthenelli, Thomas B. Fordham Institute“Universal Pre-K as Economic Stimulus: Evidence from Nine States and Large Cities in the U.S” — C. Kirabo Jackson, Julia A. Turner, and Jacob Bastian, NBER (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Genevieve Collins, Texas State Director for Americans for Prosperity, joins us to discuss Texas's newly passed Education Savings Account bill—an ambitious policy that could position the Lone Star State as a national leader in school choice. Then, on the Research Minute, Amber highlights a Michigan study showing that simply being flagged for third-grade retention can boost students' reading scores—even if they aren't actually held back.Recommended content: “A Texas-Sized Win for Families in the Trump Education Era” —Genevieve Collins, RealClear Policy“Jeb Bush: Texas' Education Savings Account Victory Can Set Nationwide Standard” —Jeb Bush, The74“How Genevieve Collins, Americans for Prosperity, Are Shaping Texas's Future” —Daily Caller“The Impacts of Grade Retention Policy With Minimal Retention” —Jordan S. Berne, Brian A. Jacob, Christina Weiland, Katharine O. Strunk. EdWorking Papers (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

On this week's Education Gadfly Show podcast, Starlee Coleman, president and CEO of the National Alliance for Public Charter Schools, joins Mike and David to discuss the religious charter schools case currently before the U. S. Supreme Court. Then, on the Research Minute, Amber shares a study out of Dallas on whether an automatic Algebra enrollment policy boosted participation among underserved students.Recommended content: “SCOTUS should mandate state support for religious education, but not via charter schools”—Michael J. Petrilli, Thomas B. Fordham Institute“Supreme Court Case Could Reshape Landscape for Charter and Religious Schools”—Mark Walsh, Education Week“The religious charter schools case is a bigger deal than you think”—Michael J. Petrilli, Thomas B. Fordham Institute“Why SCOTUS should—and will—approve faith-based charter schools”—Andy Smarick, Thomas B. Fordham Institute“Closing the Gaps: An Examination of Early Impacts of Dallas ISD's Opt-out Policy on Advanced Course Enrollment”—Daniel Vargas Castaño, Dareem K. Antoine, and Trey Miller, EdWorkingPapers (May 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

#968: Are school inspections the accountability tool we've overlooked? with Erik RobelenOn this week's Education Gadfly Show podcast, former Education Week reporter Erik Robelen joins Mike and David to discuss school inspections—what they are, how they might fit into accountability systems, and who's actually using them in U.S. schools. Then, on the Research Minute, Amber highlights a study on how AI tools can help middle school math teachers personalize their lessons.Recommended content: Erik Robelen, “The Full Measure of a School,” Education Next (Spring 2025).Erik Robelen, “England's School Inspections Get a Makeover,” Education Next (Spring 2025).Maryland State Department of Education, Blueprint for Maryland's Future: Expert Review Team Colorado Department of Education, State Review Panel: School Review Protocol, SchoolWorks LLC (2024).Massachusetts Department of Elementary and Secondary Education, Charter School Site Visit Protocol, (2024) Rizwaan Malik, Dorna Abdi, Rose E. Wang, and Dorottya Demszky, Scaffolding Middle-School Mathematics Curricula With Large Language Models, EdWorking Papers (April 2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

On this week's Education Gadfly Show podcast, Rachel Canter, the founding executive director of Mississippi First and the new director of education policy at the Progressive Policy Institute, joins Mike and David to discuss what really fueled Mississippi's dramatic gains in student achievement. Then, on the Research Minute, Amber reports on a new study examining the impact of Ohio's EdChoice voucher program on college enrollment and graduation rates.Recommended content: Rachel Canter, The Truth About Mississippi's NAEP Gains, Mississippi First (July 5, 2023)Emily Freitag, “A bold state move to improve reading,” Thomas B. Fordham Institute (February 20, 2025).Aaron Churchill, “Ohio's EdChoice scholarship program improved college outcomes,” Thomas B. Fordham Institute (April 25, 2025).Matthew Chingos, David Figlio and Krzysztof Karbownik, The Effects of Ohio's EdChoice Voucher Program on College Enrollment and Graduation, Urban Institute (2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.