Podcasts about annenberg institute

This Week: What would it look like if the people, who claim to care so much about the welfare of the nation's schools and children, actually spent their (our) time, money, and resources on things that benefited the nation's schools and children?  Well, it might look like talking about our first story today, a study from the Annenberg Institute about the surprising connections between HVAC systems and student learning. Of course, instead of talking about things like this, the powers that be are busy trying to gut the college accreditation system, promote intrusions of religion into education by using the Courts to enshrine opting out of LGBTQ content, and crippling the finances of millions of Americans with student loans. The cruelty is the point folks. Manuel and Jeff discuss!WAYS TO HELP WITH THE EATON FIRE IN ALTADENA/PASADENA -- Please consider giving what you can! Here are links to GoFundMe pages set up by Altadena families, links to GoFundMe pages supporting Black families devastated by the Eaton fire, and the Pasadena Educational Foundation's page set up to benefit Manuel's school community, which has been devastated by the fire. Thanks for your support!MAXIMUM WOKENESS ALERT -- get your All of the Above swag, including your own “Teach the Truth” shirt! In this moment of relentless attacks on teaching truth in the classroom, we got you covered. https://all-of-the-above-store.creator-spring.com Watch, listen and subscribe to make sure you don't miss our latest content!Website: https://AOTAshow.comStream all of our content at: linktr.ee/AOTA  Watch at: YouTube.com/AlloftheAboveListen at: apple.co/38QV7Bd and anchor.fm/AOTAFollow us at: Facebook.com/AOTAshow and Twitter.com/AOTAshow

On this week's Education Gadfly Show podcast, Jim Blew, co-founder of the Defense of Freedom Institute, joins Mike and David to talk about his work on the Educational Choice for Children Act—a federal proposal that could expand educational options for families through school vouchers. Then, on the Research Minute, Amber examines a study on how expanding broadband access for Chicago families during the pandemic benefitted high achieving students but hurt their lower-performing peers.Recommended content: Children's Tuition Fund,  Federal Tax Credit: What You Need to Know About the Educational Choice for Children Act (2025). Michael J. Petrilli, “Education reform in red versus blue states,” Thomas B. Fordham Institute (January 9, 2025).Dale Chu, “Education at an inflection point,” PPI (March 20, 2025).Jared N. Schachner, Julia A. Gwynne, Nicole P. Marwell, Elaine Allensworth, and Marisa de la Torre, Heterogeneous Effects of Closing the Digital Divide During COVID-19 on Student Engagement and Achievement, Annenberg Institute at Brown University (2025)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

Since the pandemic, the demand for online tutoring has surged by 200%, with families seeking flexible, effective, and accessible academic support for their children. But does virtual tutoring truly measure up to in-person sessions? Research from the Annenberg Institute and Johns Hopkins University suggests that well-designed virtual tutoring can significantly boost student performance—often rivaling traditional face-to-face methods. So, what sets the most effective virtual tutoring programs apart? And beyond academics, can they build confidence and spark a love for learning? To explore these questions, Kevin P. Chavous is joined by Jennifer Moore, General Manager of K12 Tutoring. With firsthand experience leading K12's nationwide online tutoring service, Jennifer shares key insights into what makes virtual tutoring successful and how it's shaping the future of education. —-------------------- Explore K12-Powered Education & Career Pathways K12's innovative programs give students a head start on their future. Enrollment is now open! Join over 3 million students who have chosen K12-powered tuition-free online public schooling for a flexible, personalized learning experience—all from the safety of home. ✅ State-certified teachers trained in virtual instruction ✅ Accredited curriculum supporting all learners, including advanced students & those with special needs ✅ Career-focused programs, including healthcare pathways & more ✅ More family time, stronger class connections, and academic success Apply today to secure your spot and see why families trust K12 for their child's education.

On this week's Education Gadfly Show podcast, Rick Hess, the director of education policy studies at the American Enterprise Institute, joins Mike and David to discuss education reform (or the lack thereof) during former President Biden's term and what we might expect from President Trump. Then, on the Research Minute, Amber reviews a study on the implementation of college- and career-readiness policies, focusing on the alignment between career and technical education courses and industry-based certifications.Recommended content:  Rick Hess, “Miguel Cardona Is America's Worst Education Secretary,” American Enterprise Institute (October 25, 2024)Dale Chu, “Fault lines in the MAGA coalition and what they mean for education,” Thomas B. Fordham Institute (January 16, 2025).Matt S. Giani, Madison E. Andrews, Tasneem Sultana, Fortunato Medrano, Curricular-Credential Decoupling: How Schools Respond to Career and Technical Education Policy, Annenberg Institute at Brown University (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, Barbara Biasi, assistant professor at the Yale School of Management, joins Mike and David to discuss Wisconsin's Act 10 and its impact on teacher compensation. Then, on the Research Minute, Amber highlights a study on the underrepresentation of certain racial and socioeconomic groups in gifted education.Recommended reading: Barbara Biasi, “Wisconsin's Act 10, Flexible Pay, and the Impact on Teacher Labor Markets,” Education Next (April 25, 2023).Shawn Johnson, “Wisconsin's Act 10 is back in court. Here's what to know about the controversial law.,” Wisconsin Public Radio (December 4, 2024).Dante D. Dixson, Scott J. Peters, Jonathan A. Plucker, Carolyn M. Callahan, The (Conference) Room Where it Happens: Explaining Disproportional Representation in Gifted and Talented Education, Annenberg Institute at Brown University (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, Dale Chu, a senior visiting fellow at the Fordham Institute, joins Mike and David to discuss how the election results could impact education and whether there's reason for optimism. Then, on the Research Minute, Amber shares a study examining how geographic access to public colleges affects enrollment decisions across different races and socioeconomic groups.Recommended content: Matt Barnum, “Trump Gears Up for Assault on Wokeness With Education Overhaul,” The Wall Street Journal (November 11, 2024).Alia Wong, “A push for school choice fell short in Trump's first term. He may now have a more willing Congress,” Associated Press (November 8, 2024).Tim Daly, “We're living through an education depression,” Thomas B. Fordham Institute (November 1, 2024).Riley Acton, Kalena E. Cortes, and Camila Morales, Distance to Opportunity: Higher Education Deserts and College Enrollment Choices, Annenberg Institute (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 podcast, Brandon Wright, Fordham's Editorial Director and author of the latest Think Again brief, “Are Education Programs for High Achievers Inherently Inequitable?” joins Mike and David to explain why the answer to that question is “no” and why such programs are important. Then, on the Research Minute, Amber shares a study examining how individual teachers' effectiveness shifted when instruction went from in-person to on-line during the 2020-21 school year.Recommended content: Brandon L. Wright, Think Again: Are Education Programs for High Achievers Inherently Inequitable? Thomas B. Fordham Institute (October 2024). Building a Wider, More Diverse Pipeline of Advanced Learners: Final Report of the National Working Group on Advanced Education, Thomas B. Fordham Institute (June 2023). Brandon L. Wright, “Hope and progress for gifted education,” Advance (July 5, 2022).Jonathan Plucker, “Do programs for advanced learners work?” Thomas B. Fordham Institute (June 24, 2020).M. Cade Lawson and Tim R. Sass, Teacher Effectiveness in Remote Instruction, Annenberg Institute at Brown University (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 podcast, Devon Nir, a research assistant at the Thomas B. Fordham Institute, joins Mike and David to discuss the complexities of ensuring accountability for education savings accounts. Then, on the Research Minute, Amber examines a study exploring the financial returns of various non-degree credentials and degree programs.Recommended content: “The ‘à la carte education' accountability conundrum”—Michael J. Petrilli and Devon Nir“Finding the sweet spot on accountability”—Dale Chu" When Only Some Kids Can Afford Summer Camp — Why We Must Close the ‘Enrichment Gap'” —Michael J. Petrilli Jason Jabbari, Yung Chun, Xueying Mei, Stephen Roll, More Money for Less Time? Examining the Relative and Heterogenous Financial Returns to Non-Degree Credentials and Degree Programs, Annenberg Institute at Brown University (2024) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

Read the report: AI in Professional Learning: Navigating Opportunities and Challenges for EducatorsBrendon Krall is a Research Project Manager at the Annenberg Institute at Brown University, where he assists the Research Partnership for Professional Learning (RPPL). Prior to joining Annenberg, Brendon worked as a research assistant for Dr. Stephen Raudenbush, at the Behavioral Insights and Parenting Lab, and at the World Bank's Development Impact Evaluation (DIME) group primarily focusing on program evaluation for education-related projects. In addition to his research experience, Brendon is a 2018 Teach For America corps member, where he worked as an 8th-grade English teacher and community organizer in Houston, TX. Specifically, Brendon supported community organizing initiatives that advocated for improved school services for immigrant students and families and created an educator resource guide that school staff could use to better support this subpopulation. As a first-generation college graduate, Brendon knows the powerful role that education has in shaping an individual's personal and professional trajectory and has committed himself to creating more equitable and efficient education systems so all students have the possibility to reach their fullest potential.Krista Morales's career in education began as an undergraduate interning for Education Secretary John King and the U.S. Senate's Committee on Education. She then taught 7th and 9th grade ELA in Fall River, MA and continued teaching high school English in the South Bronx. She holds a B.A. in Political Science and History from Loyola Marymount University; an Ed.M in Teaching and Curriculum from Boston University; and an M.A. in Education Policy and Social Analysis from Columbia's Teachers College.Links:https://annenberg.brown.edu/rppl/ai-professional-learning-navigating-opportunities-and-challenges-educatorshttps://annenberg.brown.edu/sites/default/files/AI%20in%20Professional%20Learning.pdfhttp://rpplpartnership.org/insights-hub/https://annenberg.brown.edu/rppl/ai-professional-learning-landscape-analysishttps://rpplpartnership.org/insights-hub/https://x.com/rpplpartnershiphttps://www.linkedin.com/posts/rpplpartnership_ai-tools-are-already-making-their-way-into-activity-7217244560391831552-beJFhttps://twitter.com/rodjnaquin/status/1813260695254806974 Hosted on Acast. See acast.com/privacy for more information.

On this week's Education Gadfly Show podcast, Michael Goldstein, co-founder of the Math Learning Lab in Boston, joins Mike and David to discuss the track record of high-dosage tutoring in mitigating pandemic learning loss. Then, on the Research Minute, Amber shares a study on the long-term effects of the METCO program, which aims to increase diversity and reduce racial isolation by busing students from Boston to surrounding suburbs.Recommended content: Mike Goldstein and Bowen Paulle, The narrow path to do it right: Lessons from vaccine making for high-dosage tutoring, Thomas B. Fordham Institute (March 2021)“Students aren't benefiting much from tutoring, one new study shows” —JillBarshayMatthew A. Kraft, Danielle Sanderson Edwards, and Marisa Cannata, The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program, Annenberg Institute at Brown University (August 2024)Elizabeth Setren, Busing to Opportunity? The Impacts of the METCO Voluntary School Desegregation Program on Urban Students of Color, NBER (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 podcast, Starlee Coleman, newly named President and CEO of the National Alliance for Public Charter Schools, joins Mike and David to discuss how the charter sector can find success with a Trump or Harris presidency. Then, on the Research Minute, Amber reports on a study of how nearby charter schools impact Catholic school enrollment.Recommended content: “How Kamala Harris can move to the center on education”— Michael J. Petrilli “What could a Vice President Vance do to advance rural and small town education?”—Aaron Churchill“Will next month's Harris-Trump debate even mention education?”— Dale ChuShaun M. Dougherty, Andrew Miller, and Yerin Yoon, “Charter School Expansion, Catholic School Enrollment, & the Equity Implications of School Choice,” EdWorkingPaper 24-1027, Annenberg Institute at Brown University (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 podcast, Kristen Huff, the vice president of assessment and research at Curriculum Associates, joins Mike and David to discuss the academic performance our youngest students in the wake of the pandemic. Then, on the Research Minute, Amber examines a new study investigating the demographic effects of test-optional policies at selective universities.Recommended content: “The Youngest Pandemic Children Are Now in School, and Struggling” —New York TimesEthan Young and Kelsey Young, “Student growth in the post-COVID era,” Curriculum Associates (June 2024). “The Democratic replacement candidates on education” —Daniel Buck, Fordham InstituteAdam Tyner, “Think Again: Do College Admissions Exams Drive Higher Education Inequities?” Fordham Institute (February 2023).Kelly Rosinger, Dominique J. Baker, Joseph Sturm, Wan Yu, Julie J. Park, OiYan Poon, Brian Heseung Kim, and Stephanie Breen, “Exploring the relationship between test-optional admissions and selectivity and enrollment outcomes during the pandemic,” Annenberg Institute at Brown University (June 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Dan Durbin is the Director of the Annenberg Institute of Sports Media and Society at University of Southern California. Durbin and Sam Shane discussed the A's move to Sacramento and their eventual move to Las Vegas.

On this week's Education Gadfly Show podcast, David Houston, an assistant professor at George Mason University, joins Mike and David to discuss how presidents polarize voters when they weigh in on education debates. Then, on the Research Minute, Amber examines a new study investigating whether performance incentives improve teacher skills and so the academic growth of their students.Recommended content: “Polling data: Presidents split the public on schools” —Kevin Mahnken, The 74“Let's talk about bad teachers” —Michael Petrilli, Fordham InstituteDavid Houston and Alyssa Barone, “How the engagement of high-profile partisan officials affects education politics, public opinion, and polarization,” Annenberg Institute at Brown University (March 2024).Eric Taylor, “Employee evaluation and skill investments: Evidence from public school teachers,” Annenberg Institute at Brown University (May 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Alex Spurrier, an associate partner at Bellwether, joins Mike and David to discuss whether schools in low-income neighborhoods receive less funding than their affluent counterparts. Then, on the Research Minute, Amber examines a new study investigating state finance reforms that secure lasting budget increases for districts.Recommended content: Alex Spurrier, Bonnie O'Keefe, and Biko McMillan, “Leveling the landscape: An analysis of K–12 funding inequities within metro areas,” Bellwether (May 2024). "Low- and high-income schools now receive equal funding” —Adam Tyner, Fordham Institute“Doing educational equity right: School finance” —Michael Petrilli, Fordham InstituteShelby M. McNeill and Christopher A. Candelaria, “Paying for school finance reforms: How states raise revenues to fund increases in elementary-secondary education expenditures,” Annenberg Institute at Brown University (May 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Dr. Katie Jenner, the Indiana secretary of education, joins Mike and David to discuss a proposed, alternative high school diploma in the Hoosier state. Then, on the Research Minute, Amber examines a new study investigating early indicators for college readiness.Recommended content: “Indiana's new diplomas emphasize flexibility for older students, but some requirements are controversial” —Chalkbeat“We all agree that college isn't for everyone. We should start acting like it.” —Michael Petrilli, Fordham Institute Brian Holzman and Horace Duffy, “Empowering educational leaders: On-track indicators for college enrollment,” Annenberg Institute at Brown University (May 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Daniel Buck, Fordham's policy and editorial associate, joins Mike and David to discuss whether and how elementary schools should teach reading comprehension. Then, on the Research Minute, Amber examines a new study investigating the short- and long-term impacts of school closures in the 1990s.Recommended content: Daniel Buck, “Think again: Should elementary schools teach reading comprehension?” Fordham Institute (May 2024). "At long last, E.D. Hirsch, Jr. gets his due: New research shows big benefits from Core Knowledge” —Robert Pondiscio, Fordham Institute“We need to prepare now for the school closures that are coming” —Tim Daly, Fordham InstituteJeonghyeok Kim, “The long shadow of school closures: Impacts on students' educational and labor market outcomes,” Annenberg Institute at Brown University (May 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

In a special National Charter Schools Week Education Gadfly Show podcast, Brian Kisida, an assistant professor at the University of Missouri, joins Mike and David to discuss whether charters have impeded racial integration in American schools. Then, on the Research Minute, Amber examines a new study investigating if intensive English learner programs benefit students.Recommended content: “70 years after Brown v. Board of Education, new research shows rise in school segregation” —Carrie Spector, Stanford EducationTomas Monarrez, Brian Kisida, and Matthew M. Chingos. “The effect of charter schools on school segregation,” EdWorkingPaper No. 20-308, Annenberg Institute at Brown University (2020).Camila Morales and Monica Mogollon, “The effects of a newcomer program on the academic achievement of English Learners,” Journal of Policy Analysis and Management (May 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Marian Tupy, a senior fellow at the Cato Institute and the founder and editor of HumanProgress.org, joins Mike and David to discuss the incredible progress that humanity has made over millennia, and what schools might do to better teach kids that our past, present, and future is not all doom and gloom. Then, on the Research Minute, Amber examines a new study investigating if education savings accounts increase tuition costs at private schools.Recommended content: Ten global trends every smart person should know: And many others you will find interesting —Marian Tupy and Ronald Bailey“Progress, rediscovered” —Ronald Bailey, Reason Magazine“School choice need not mean an expensive windfall for the rich” —Michael Petrilli, Fordham Institute“Name Fordham's boy band!” —Eduwonkette, Education WeekJason Fontana and Jennifer L. Jennings, “The effect of taxpayer-funded education savings accounts on private school tuition: Evidence from Iowa,” Annenberg Institute at Brown University (April 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Lorén Cox, the policy director for the Education and Society program at the Aspen Institute, and Karen Nussle, the founder and CEO of Ripple Communications, join Mike and David to discuss how cross-partisanship—both sides agreeing on the same conclusion for disparate reasons—benefits education. Then, on the Research Minute, Amber reports on a new study examining how college achievement and retention is affected by “corequisite” remedial classes—meaning those taken at the same time as, not before, the course requiring the remediation.Recommended content: “Crossing the partisan divide in education policy” — Lorén Cox and Karen Nussle, Aspen Institute“A bridge back to bipartisan education reform” —Michael Petrilli, Fordham InstituteFlorence Xiaotao Ran and Hojung Lee, “Does corequisite remediation work for everyone? An exploration of heterogeneous effects and mechanisms,” Annenberg Institute at Brown University (March 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Adam Kho, an assistant professor at the Rossier School of Education, and Alex Quigley, the executive director of the Durham Charter School, join Mike and David to discuss whether charter authorizers can determine the quality of prospective charter schools. Then, on the Research Minute, Amber reports on a new study examining the effects of including parental preferences in algorithms that assign students to schools in New York City.Recommended content: “Do authorizer evaluations predict the success of new charter schools?” —Adam Kho, Shelby Leigh Smith, and Douglas Lee Lauen, Fordham Institute“Three signs that a proposed charter school is at risk of failing” —Anna Nicotera & David Stuit, Fordham InstituteRebecca J. Shmoys, Sierra G. McCormick, and Douglas D. Ready, “Constrained Agency and the Architecture of Educational Choice: Evidence from New York City,” Annenberg Institute at Brown University (March 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Mike Miles, the superintendent of Houston ISD, joins Mike and David to discuss the reforms he's implementing in the Lone Star State's largest district. Then, on the Research Minute, Amber examines a new study of how increased learning time affects reading and math achievement.Recommended content: “Back to the future: Houston takes a page from ed reform's recent past” —Dale Chu, Fordham Institute“Texas's controversial takeover of Houston's schools” —Daniel Buck, Fordham InstituteMatthew Kraft and Sarah Novicoff, “Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration,” Annenberg Institute at Brown University (February 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Adam Tyner and Meredith Coffey, the national research director and a senior research associate at the Fordham Institute, join Mike and David to discuss their new Think Again report on whether “equitable” grading benefits students. Then, on the Research Minute, Amber examines a new study investigating how extreme temperatures affect student performance on standardized tests.Recommended content: “Think Again: Does ‘equitable' grading benefit students?” —Adam Tyner and Meredith Coffey, Fordham Institute“Traditional grading may not be as straightforward as it seems” —Rick Hess and Joe Feldman, Education Week"A ‘no zeroes' grading policy is the worst of all worlds” —Daniel Buck, Fordham InstituteDeven Carlson and Adam Shepardson, “Under the Weather? The Effects of Temperature on Student Test Performance,” Annenberg Institute at Brown University (February 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Chad Aldis, Fordham's Vice President of Ohio Policy, joins Mike and David to discuss the impending cessation of federal ESSER funds. Then, on the Research Minute, Amber reports on a new study investigating the competitive effects of charter schools on traditional public schools in Florida.Recommended content: “ESSER's sunset: Not a cut, but a return to normalcy” —Chad Aldis, Fordham Institute“The fiscal cliff and teacher layoffs” —Chad Aldeman, Fordham Institute“Federal pandemic funds should not disappear just when we need them most” —Hamlet Michael Hernandez, Hechinger ReportDavid Figlio, Cassandra Hart, and Krzysztof Karbownik, “Competitive Effects of Charter Schools,” Annenberg Institute at Brown University (February 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Alan Safran, the CEO and co-founder of Saga Education, joins Mike and David to discuss best practices for high-impact tutoring. Then, on the Research Minute, Adam reports on a new study investigating the impacts of computer science education on early career outcomes.Recommended content: “Could tutoring be the best tool for fighting learning loss?” —Anna Nordberg, The New York Times“White house calls for focus on tutoring, summer school, absenteeism as pandemic aid winds down” —ChalkbeatLiu, Jing, Cameron Conrad, and David Blazar, “Computer Science for All? The Impact of High School Computer Science Courses on College Majors and Earnings,” Annenberg Institute at Brown University (January 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Across the country, public schools are seeing big declines in enrollment, with more than one million fewer students enrolled in public schools over just the past four years and the steepest drops in the highest-need districts. With declining birth rates, increasing alternative school options, and the looming cut-off of federal relief funds all creating a perfect storm for public schools, districts are faced with a choice: stay the course, or adapt to the new reality? In today's episode, Jill and Ross dig into this topic with two leading experts: John Papay and Brian Eschbacher. Professor John Papay, Director of the Annenberg Institute at Brown University, has conducted extensive research on the trends leading to declining enrollment and where students are going. Brian Eschbacher, currently an enrollment consultant for school districts across the country, oversaw enrollment for Denver Public Schools during a period of record growth. John and Brian discuss what's driving this issue and how school districts can pivot in the face of declining enrollment. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Across the country, public schools are seeing big declines in enrollment, with more than one million fewer students enrolled in public schools over just the past four years and the steepest drops in the highest-need districts. With declining birth rates, increasing alternative school options, and the looming cut-off of federal relief funds all creating a perfect storm for public schools, districts are faced with a choice: stay the course, or adapt to the new reality? In today's episode, Jill and Ross dig into this topic with two leading experts: John Papay and Brian Eschbacher. Professor John Papay, Director of the Annenberg Institute at Brown University, has conducted extensive research on the trends leading to declining enrollment and where students are going. Brian Eschbacher, currently an enrollment consultant for school districts across the country, oversaw enrollment for Denver Public Schools during a period of record growth. John and Brian discuss what's driving this issue and how school districts can pivot in the face of declining enrollment. Learn more about your ad choices. Visit podcastchoices.com/adchoices

On this week's Education Gadfly Show podcast, Angela Rachidi, a senior fellow at the American Enterprise Institute, joins Mike to discuss whether a reformed and refundable child tax credit can reduce poverty. Then, on the Research Minute, Amber reviews a study investigating a cost-effective high-dosage tutoring intervention.Recommended content:“How to actually triumph over poverty” —Angela Rachidi, National Review“The child tax credit: 25 years later” —Angela Rachidi, Senate Committee on Finance“Congress is about to do something amazing: agree to invest in kids” —Catherine Rampell, Washington PostKalena Cortes, Karen Kortecamp, Susanna Loeb, and Carly D. Robinson, “A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial,” Annenberg Institute at Brown University (January 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Checker Finn, Fordham's president emeritus—and the original Education Gadfly—joins Mike and David to discuss the best and worst developments in education reform in 2023. Then, on the Research Minute, Amber reviews the best education research of the year.Recommended content:“Standards-based reform | A Nation At Risk +40” —Michael Petrilli, Hoover Institution“What would another Trump term mean for education?” —Chester E. Finn, Jr., Fordham InstitutePreeya Mbekeani, John Papay, Ann Mantil, and Richard J. Murnane, “Understanding High Schools' Effects on Longer-Term Outcomes,” Annenberg Institute at Brown University (February 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org. 

On this week's Education Gadfly Show podcast, Kara Arundel, a senior reporter at K-12 Dive, joins Mike to discuss two decades of private school choice in D.C. Then, on the Research Minute, Amber reports on a new study investigating the success of science-of-reading interventions in California.Recommended content:“‘Opportunity' knocked—and stayed: Two decades of private school vouchers in the nation's capital” —Kara Arundel, K–12 Dive“‘Opportunity' knocked—and stayed: Successes and flaws of D.C.'s private school voucher program” —Kara Arundel, K–12 DiveSarah Novicoff and Thomas S. Dee, “The Achievement Effects of Scaling Early Literacy Reforms,” Annenberg Institute at Brown University (December 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Tim Daly, the CEO of Ed Navigator, joins Mike to discuss the causes and harms of grade inflation—and how to fix it. Then, on the Research Minute, Amber reports on a new study that investigates whether exposure to certain peers and teachers explains achievement gains resulting from enrollment in early algebra.Recommended content:“Grade inflation is locking in learning loss, part one” —Tim Daly, The Education Daly“How to fix grade inflation” —Tim Daly, The Education Daly Quentin Brummet et al., “Early Algebra Affects Peer Composition,” Annenberg Institute at Brown University (November 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Show Notes: Angela Romans, a graduate of Harvard, has been an educator since graduating. She studied engineering but wasn't sure she wanted to pursue this field. A serendipitous ad set her on a new path in education. She realized that she had a passion for education and wanted to make an impact on young people's lives. She began her career as a high school science and math teacher, working in alternative high schools in New York and Boston. Angela also worked in college admission at Brown University, where she worked as an admission officer for eleven years before she became the director of minority recruitment and academic advisor. She missed working on the ground, and moved into a position that focused on coalition building, cross-sector collaboration, and systems change work in education. She worked at an organization that supported opportunity youth and transitioned students who had stopped out of high school back into school.  In 2009-10, she was invited to participate in the education campaign of Providence Mayor Angel Divaris, who was passionate about education. She was appointed the first Senior Education Advisor in Providence and served for three years of his administration. Angela also had other system building roles, including working with a nonprofit consulting firm that focused on social sector organizations. She led their racial equity work and education work, and was selected as a fellow for Innovation for Equity. She moved on to work in a non-profit consulting firm that worked with social sector organizations. She has since worked with various organizations, including the Annenberg Institute and Innovation for Equity, and continues to work on a variety of projects and initiatives. Innovation for Equity Innovation for Equity (IFE)  is a unique organization that focuses on connecting, convening, and supporting senior black education leaders across the entire education ecosystem. It includes senior leaders at various levels, including CEOs, directors, and C-suites in education organizations, superintendents, college presidents, nonprofit leaders, and private sector investors. The organization focuses on two levers: connecting, convening, and supporting black education leaders, and helping to identify and scale solutions specifically working for black learners of all ages. The organization offers a Senior Leadership Fellowship, which is a year-long fellowship that connects black senior leaders for building themselves as a cohort, improving their leadership skills, and connecting them to resources such as mentors and consultants. Learning events throughout the year, such as the annual Black Education Forum and HBCU EdTech summit, help college students understand the power and potential of ed tech careers. IFE is expanding its research agenda this year to identify what's working for black learners and what black leaders need to be successful in their work. They are also expanding their research agenda to identify what black leaders need to be successful in their work to stay in organizations across education and build their coalitions and power to be as effective as possible. One of the solutions for black learners is targeting universalism, which suggests that what works for some of the most underrepresented and least well-served people tends to lift all boats. For example, having a black teacher in the classroom significantly increases the likelihood of black students graduating high school and having one during their career. Research shows that having a black teacher in the classroom leads to better outcomes for all students across the classroom. In conclusion, Innovation for Equity is a unique organization that focuses on connecting, convening, and supporting black education leaders to identify and scale solutions specifically working for black learners of all ages. Angela shares her experience as a black student of a single mom and has found that telling her story explains her why to employers and organizations to help pull all parties together. She talks about how to support black leaders and shares a story from a recent EdTech Summit. As a leadership coach for executive leaders, Angela talks about the importance of identifying common patterns and understanding experiences to help black leaders solve those problems.  Angela's Role as Senior Education Advisor As the Senior Education Advisor, Angela has been instrumental in bringing people together and improving outcomes for students in Providence. She led the Providence Children Youth cabinet, which aimed to bring together school districts and higher education businesses to work towards improving student outcomes. Major accomplishments include increasing FAFSA completion, helping the mayor prevent the city from going bankrupt, and building community coalitions at individual and larger city levels. Angela is particularly proud of her work on raising awareness about early literacy skills and the role of families and communities in this process. As the director of minority recruitment at Brown University, Angela has a unique perspective on the recent Supreme Court ruling on Students for Fair Admission versus Harvard. She believes that the decision will have a significant impact on selective colleges as an engine of social mobility. She believes that colleges need to have black students who are doing well economically and whose families are doing well, as well as black students whose families are not. To recruit a more diverse class, colleges should be more active in recruiting and visiting schools where diverse groups of students and communities are present. This can help create pipelines of students in specific areas, where some of these students are now graduates and doing amazing things in the world. Brown University has been successful in recruiting students from diverse backgrounds, including students of color, low-income students, and first-generation college bound students. By doing more of this, colleges can continue to diversify their student body and create a more inclusive and supportive environment for all students.   How to Promote Diversity in Education Angela discusses the importance of supporting black learners in education, focusing on two or three options. The first is to increase the presence of black teachers in classrooms, providing them with professional development opportunities and networks for collaboration. This could lead to their growth and development in leadership roles within schools, districts, and charter school networks. However, barriers to this include policy and practice awareness, as well as the lack of support from school leaders and other black teachers. Paying teachers more at the college level can help bridge these gaps, but it's essential to ensure that black teachers have access to the right resources and networks to progress in their career.  Additionally, creating after-school opportunities for all students in communities with curriculum and resources steeped in black culture can supplement what they receive in school. Investing more in black entrepreneurs who want to start companies can make a difference in the education sector, as having the right people with the right lived experience and technical experiences can make a difference.  Harvard Professors and Courses of Influence As a woman of color in engineering thirty years ago, Angela had a difficult time in her program. She mentions that Professor  Howard Stone and Doug Mazur were supportive and helped her through her program. She also mentions the course Black Women Writers in African American Studies, and the course Greek Heroes with Gregory Nagy. Timestamps: 04:48 Angela's path to becoming an education leader 10:05 The role of innovation for equity leaders 15:34 Solutions that work for black learners 20:43 How to effectively convene a group of leaders 30:00 Impact of the supreme court ruling on diversity 35:20 Supporting non-selective colleges and universities 40:17 The importance of getting more black teachers in the classroom 45:36 The importance of diversity in the classroom 50:49 Courses and professors that continue to resonate with Angela Links: Website: https://innovationequity.org/ CONTACT: LinkedIn: https://www.linkedin.com/in/angela-romans/    

On this week's Education Gadfly Show podcast, Kirsten Baesler, the superintendent of North Dakota, joins Mike to discuss her state's new teacher and principal apprenticeship programs. Then, on the Research Minute, Amber reports on a study that examines the accuracy and efficacy of school rating systems.Recommended content:“North Dakota to launch principal apprenticeship program” —The Bismarck Tribune“An overview of Ohio's new teacher apprenticeship program” —Jessica Poiner, The Fordham Institute“Why states should use student growth, and not proficiency rates, when gauging school effectiveness” —Michael Petrilli and Aaron Churchill, The Fordham InstituteErica Harbatkin and Betsy Wolf, “State accountability decisions under the Every Student Succeeds Act and the validity, stability, and equity of school ratings,” Annenberg Institute at Brown University (October 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Luva Alvarez: My name is Luva Alvarez. I am the site/alumni coordinator for the Greater Rochester PLTI. I was born in Brooklyn, NY but have resided in Rochester for 20 years. I am a believer, connector, mom, wife, parent advocate, PLTI ALUM, Girl Scout Leader, Boy Scout leader, Eagle Scout mom, Mom of three Black Scholars, Lover of life, and a PARENT WHO LEADS. I am passionate about parents being engaged and empowered. I love spending time with my family and of course watching all those Chicago Fire & Chicago P.D shows. My favorite quote is “Her greatest power is believing in herself”. Elizabeth Maxwell: I am a parent leader, a mother of three, and a passionate cradle to career advocate. I started advocating for the disability community in 2004, in 2019 I began my journey as an Early Intervention Advocate for childhood education. As my younger children have entered k-12, I have continued to Advocate for the needs of k-12 and Early Intervention. I enjoy helping other parents become confident in their voice to share their struggles, successes, and barriers. Empowering and uplifting parents is important to me. Dr. Joellen Maples: Dr. Maples earned her B.A. in English, an M.A. in curriculum and instruction, an Ed.S. in English education, and her Ph.D. in English education from the University of Tennessee, Knoxville. At Fisher, she has served as an assistant/associate professor in the Literacy program and in the Inclusive Education Department before being appointed as interim dean/dean. In those roles, she provided numerous trainings in local school districts in the areas of culturally responsive teaching, critical literacy, and online teaching and learning. In her role as dean, Maples' work largely focuses on diversity, equity, and inclusion. She has overseen program curriculum revisions for culturally responsiveness, implemented a teacher pipeline to diversify the local teaching workforce, and also planned campus summer programming for local city school district students. Her research interests include exploring effective strategies for facilitating democratic dialogue and critical literacy through the reading of young adult literature and online discussion about literature. She has published in prominent NCTE journals such as Voices from the Middle, The English Journal, and English Leadership Quarterly. Cedrick-Michael Simmons: Cedrick is the Director of Equity at Greece Central School District. He is a graduate of Greece Arcadia High School and Ithaca College, and he recently earned his PhD in sociology from Boston College. As the Director, Cedrick works with educators and students to remove barriers to ensure that all groups of students have the opportunities they need to reach their full potential. Their focus areas are professional learning about instructional equity, cultivating trust in our commitment to diversity and retention, and expanding opportunities for students to support equity work. Cedrick is also the Lead Facilitator for the Regional Equity Network, which recently hosted a summer institute that featured Zaretta Hammond as the keynote speaker. Wendy Y. Perez: Wendy Y. Perez is a Senior Research Associate at the NYU Metro Center. She has a Ph.D. in Education from the UCLA Graduate School of Education & Information Studies. She also has a Bachelor's Degree in Psychology from Pomona College and a Master's Degree in Education from the Harvard Graduate School of Education. Her research interests include using critical frameworks and asset-based approaches to urban education, education policy, higher education, family engagement, and Latinx K-16 pathways. Wendy has conducted research for UCLA's Institute for Democracy, Education, and Access as well as for the Annenberg Institute for School Reform at Brown University. She is the proud daughter of Ecuadorian immigrants. She has the privilege of raising her four-year-old son with her husband who is a middle school teacher in East Los Angeles. Tina Carney: Tina Carney is a parent and advocate for meaningful family engagement, struggling/striving learners including those who are dyslexic, early intervention, and racial equity. Tina is the Program Assistant for PLTI's Teacher Diversity Project and Coordinator of Education Success Foundation's Student Success Project. She enjoys spending time with family and friends, building and connecting community, and eatin'. Ms. Kathleen Graupman is in her 9th year as Greece Central School District Superintendent where she is committed to improving student achievement and closing equity gaps. Superintendent Graupman leads a team of more than 3,000 educators and support staff members who are committed to building a culture of high standards and engagement. With almost 11,000 students in 18 schools, Greece is the largest suburban district in Monroe County and one of the most diverse. Guided by the REACH Greece Strategic Plan, she and the executive leadership are motivated by a vision of equity and access for all. Throughout her career, Ms. Graupman has maintained a relentless focus on building relationships to help students succeed. She is passionate about developing the capacity of all employees, building strong community connections, and promoting the good. Ms. Graupman believes all Greece graduates should be actively involved in their communities and ready for success in college, career, and life. A product of the Greece Central school system herself, Superintendent Graupman is connected to the community and invested in its success. She is active in numerous community organizations including the NYS Commission for Diversity and Inclusion, Monroe County TogetherNow Board member, Greece Rotary Board member, the Roc2Change Steering Committee, and the Monroe 2 BOCES Foundation Board. Ms. Graupman holds a Bachelor's Degree in Education from SUNY Geneseo and earned her Masters in Education from SUNY Brockport. She holds NYS Permanent Certification as a School Administrator and Supervisor and in School District Leadership and a NYS Permanent Teaching Certification in Elementary Education. Links:  Black in the Burbs   Brighton CSD    Carthage College (Wisconsin)   East Rochester CSD   Fairport CSD   Farrash Foundation   Gates-Chili CSD   Gates-Chili CSD PTO    Geneva CSD   Greece Central School District   Greece CSD SEPTA (Special Education Parent Teacher Association)   W.K.Kellogg Foundation   KONAR Foundation   Monroe County (NY)   NPLI   NYSED   NYU Center for Policy Research   PECAN (Roc the Future)   Penfield CSD   PLTI Rochester   RCSD East HS Teaching and Learning Institute (TLI)   RCSD PLAC   Regional Equity Network  Roc the Future   Rochester City School District   St. John Fisher University School of Education    Strive Together Network   The Children's Agenda   Urban League of Rochester   Wheatland-Chili CSD    Keywords: podcast, good, do good, amplify, amplify good, Collaborate, School, Education, Diversity, Equity, Inclusion, DEI, Professional, Social worker, Network, Advocacy, Philanthropy, Teacher, Segregation, Poverty, Disparity, Abundance, Action, Rochester, NY, Political, Parent, Family engagement, Project management, Community, Recommendations, Process, Grassroots, Data analysis, Communication, Indicators, Evaluation, Research, Black, African American, Latine,  Coach, Partners, Goals, Racism, Discipline, Suspensions, Identity, Future Teachers, Qualitative, Quantitative, Social science, Interview, Emergent, Pipeline, Urban, Suburban, Rural, Sustainable, BIPOC, Teacher certification  

The COVID-19 pandemic exacerbated pre-existing inequities that changed how individuals engage with pre-K programs, schools, colleges, employers, and the world at large. Early evidence suggests the pandemic took a toll on student learning, educational attainment, employment, and physical and mental well-being, especially in communities of color and communities experiencing poverty. In recognition of the fact that better data infrastructure will be needed to shift the systems that currently produce inequitable outcomes, a growing number of states are working to modernize statewide longitudinal data systems to understand the experiences and outcomes of individuals seamlessly across pre-K, K–12, postsecondary, and workforce systems. This episode of On the Evidence focuses on efforts to advance equitable outcomes from cradle to career by making data more available and useful to state decision makers. The guests for this episode are Keith White of the Public Education Foundation Chattanooga, Naihobe Gonzalez of Mathematica, Sara Kerr of Results for America, and Ross Tilchin of Results for America. White is the director of research and effectiveness at the PEF Chattanooga, a non-profit that provides training, research, and resources to teachers, principals, and schools in Hamilton County, Tennessee. Gonzalez, a senior researcher at Mathematica, co-authored a recent report funded by the Bill & Melinda Gates Foundation on the Education-to-Workforce Indicator Framework, which establishes a common set of metrics and data equity principles for assessing and addressing disparities along the pre-K-to-workforce continuum. Kerr is the vice president of education policy implementation for Results for America, where she leads EdResearch for Action, an initiative that fosters a more nuanced and effective application of evidence-based strategies by improving the quality, availability, and use of evidence in education. Tilchin is on the solutions team at Results for America, where he directs the Economic Mobility Catalog, an online resource that helps local government leaders identify and implement evidence-based strategies, from early childhood education to workforce development, that can advance economic mobility in their communities. A full transcript of this episode is available here: https://www.mathematica.org/blogs/advancing-equitable-outcomes-from-pre-k-through-the-workforce-by-aligning-state-local-data-systems Explore the Education-to-Workforce Indicator Framework: https://www.educationtoworkforce.org/ Learn more about the Economic Mobility Catalog from Results for America: https://catalog.results4america.org/ Learn more about EdResearch for Action from Results for America and the Annenberg Institute at Brown University: https://edresearchforaction.org/ Watch a webinar with Mathematica, Mirror Group, and the Data Quality Campaign about increasing collaboration and alignment across local, state, and national data systems to help address disparities along the pre-K-to-workforce continuum: https://www.mathematica.org/events/opportunity-for-all

On this week's Education Gadfly Show podcast, Daniel Buck, Fordham's editorial and policy associate, joins Mike and David to discuss the behavioral chaos in American schools post-pandemic. Then, on the Research Minute, Amber discusses a new study finding that pandemic-era declines in public school enrollment are likely to persist. Recommended content:“The school discipline disaster” —Daniel Buck“‘There were fists everywhere.' Violence against teachers is on the rise.” —Wall Street JournalAndrew Backer-Hicks et al., “The stickiness of pandemic-driven disenrollment from public schools,” Annenberg Institute at Brown University (August 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Fordham's Adam Tyner joins Mike to discuss his latest report on the inequalities or lack thereof in education funding. Then, on the Research Minute, Amber reviews an evaluation of a teacher-led course for college advising.Recommended content:“Think Again: Is Education Funding in America Still Unequal?”—Adam Tyner“Another Nail in the Money Doesn't Matter Coffin”—Adam TynerThe study that Amber reviewed on the Research Minute: Joshua Hyman, “College Counseling in the Classroom: Randomized Evaluation of a Teacher-Based Approach to College Advising,” Annenberg Institute for School Reform at Brown University (June 2023)Feedback Welcome:Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, former Massachusetts Secretary of Education Jim Peyser joins Mike to discuss education reform's tendency to overpromise, and how we can avoid that in the fight against learning loss. Then, on the Research Minute, Adam discusses a study on how the pandemic affected the academic growth of high- and low-achieving students.Recommended content:“Settle for better”— James Peyser“Education reform is alive and well, even if the Washington Consensus is dead for now”—Michael Petrilli“Let's forge a new K–12 political coalition—without political extremists” —Bruno MannoThe study that Adam reviewed on the Research Minute: Scott J. Peters et al., “Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution,” Annenberg Institute at Brown University (June 2023) Feedback Welcome:Have ideas for improving our podcast? Send them to Jeanette Luna at jluna@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Nick Colangelo of the University of Iowa joins Mike Petrilli and David Griffith to discuss the recommendations in the new report from the National Working Group on Advanced Education. Then, on the Research Minute, Amber discusses a California study that investigates how within-school differences in school quality contribute to educational achievement gaps.Recommended content:The National Working Group on Advanced Education's new report: “Building a Wider, More Diverse Pipeline of Advanced Learners”“The case for gifted education” —Brandon L. Wright“Research Deep Dive: What we know about gifted education”—Michael J. Petrilli, Jonathan Plucker, and Amber M. Northern, Ph.D. “Because equity” is not a good reason to lower standards” —Michael J. PetrilliThe study that Amber reviewed on the Research Minute: Matthew Naven, Within-School Heterogeneity in Quality: Do Schools Provide Equal Value Added to All Students?, Annenberg Institute at Brown University (May 2023)Feedback Welcome:Have ideas for improving our podcast? Send them to Jeanette Luna at jluna@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Dale Chu joins Mike Petrilli to discuss whether Donald Trump and Ron DeSantis are focusing too much on divisive culture war issues in their education platforms. Then, on the Research Minute, Amber explains how higher test scores and college aspirations affected the long-term life outcomes of Massachusetts high schoolers. Recommended content:“The GOP's dubious ‘protect the children' platform for 2024” —Dale Chu“Trump plays catch-up with GOP rivals on fights over race and gender in schools” —Washington Post“The Contradictions of Ron DeSantis” —AtlanticThe study that Amber reviewed on the Research Minute: Preeya P. Mbekeani et al., “Understanding High Schools' Effects on Longer-Term Outcomes,” Annenberg Institute at Brown University (February 2023)Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Josh Bleiberg is the Assistant Professor of Education Policy at the University of Pittsburgh and was a Post-Doctoral Research Associate in School Reform at the Annenberg Institute at Brown University. He is also the author of an interesting paper he wrote while at the Annenberg Institute, What Happened to the K-12 Education Labor Market During Covid-19? Sign up for the Newsletter Post a podcast review AND Subscribe to DivingDeepEDU Music: Believin Stephen Links: @JoshBleiberg (social media) Shout out: Matthew Kraft Connect with Matthew Downing: Linkedin Twitter

On this week's special, year-end Education Gadfly Show podcast, Mike Petrilli looks back on 2022's most important education stories with 50CAN founder and CEO Marc Porter Magee. Then, on the Research Minute, Amber counts down the year's top academic studies on education. Recommended content:“Nation's Report Card shows largest drops ever recorded in 4th and 8th grade math” —The 74“Gov. Bill Lee unveils new school funding formula aimed at focusing money directly on students” —Tennessean“Arizona's school choice revolution” —Washington ExaminerEmily Hanford's podcast series, Sold a Story —American Public MediaAmber's top five studies of the year:5. Paul T. von Hippel and Ana P. Cañedo, “Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers,” American Educational Research Journal (2021).4. Owen Thompson, “Gifted & Talented Programs and Racial Segregation” NBER Working Paper #29546 (December 2021).3. Rune Vammen Lesner, Anna Piil Damm, Preben Bertelsen, and Mads Uffe Pedersen, “The Effect of School-Year Employment on Cognitive Skills, Risky Behavior, and Educational Achievement,” Economics of Education Review (March 2022); Alicia Sasser Modestino and Richard Paulsen, “School's Out: How Summer Youth Employment Programs Impact Academic Outcomes,” Education Finance and Policy (January 2022).2. Young Hwang and Cory Koedel, “Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes,” Retrieved from Annenberg Institute at Brown University (December 2022)1. Kenneth Shores, Hojung Lee, and Elinor Williams, “The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources,” Social Science Research Network (August 2021).Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

A Postdoctoral Research Associate at the Annenberg Institute for School Reform at Brown University, Virginia Lovison, joins Paul E. Peterson to discuss Lovison's latest research, which investigates what effect teacher turnover and alternative certification programs has on student achievement. Lovison's paper, “The Effects of High-performing, High-turnover Teachers on Long-run Student Achievement: Evidence from Teach For America,” is available now. https://edworkingpapers.com/sites/default/files/ai22-675.pdf

On this week's Education Gadfly Show podcast, Mike Petrilli and David Griffith talk with the University of Colorado's Parker Baxter on how Denver's comprehensive school reform effort led to higher student achievement and graduation rates. Then, on the Research Minute, Amber brings us good news about a third grade retention policy in Indiana.Recommended content:“The system-level effects of Denver's portfolio strategy on student academic outcomes” —Parker BaxterA University of Colorado video on Parker Baxter's study. “Denver Public Schools' controversial reform strategy led to higher test scores and graduation rates, but not without costs” —Colorado Public RadioThe study that Amber reviewed on the Research Minute: Young Hwang and Cory Koedel, “Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes,” Retrieved from Annenberg Institute at Brown University (December 2022).Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Mike Petrilli and David Griffith talk with Juliet Squire, Senior Partner at Bellwether, about a new initiative called Assembly, which is a deep dive into the idea of unbundling education services for all students. Then, on the Research Minute, Amber discusses a Teach For America study that examines how teacher-turnover rates affect student achievement.Recommended content: Bellwether's Assembly “The Pandemic and the Great Unbundling (and Rebundling) of American Schools” —The Bulwark“The Unbundling Series: Five Services Public Education Should Do Differently” —EdChoiceThe study that Amber reviewed on the Research Minute: Virginia F. Lovison, “The Effects of High-performing, High-turnover Teachers on Long-run Student Achievement: Evidence from Teach For America,” Retrieved from Annenberg Institute at Brown University (November 2022) Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Civil rights activist and education reform advocate Dr. Howard Fuller shares his powerful thoughts about what being unbought and unbothered mean to him – and what does bother him. Dr. Fuller also shares his approach to having conversations with people with whom you fundamentally disagree and why words have such power, including importantly with the students who attend the charter school he founded, Dr. Howard Fuller Collegiate Academy. Tune in to this remarkable conversation with a once-in-a-generation leader.Episode Highlights: 02:20 - I've always tried to make sure that I represented what I believed in, no matter what the consequences are. And I've always tried to be both honest with myself and with the people that I represent and the people that I'm talking to. And so in that sense, I've never seen myself as someone who could be bought off, someone who you could tell me what to say, versus I'm going to say what I believe, and then everybody has to deal with it. I have to deal with it. The people who are listening to me have to deal with it. But I always wanted people to know that whatever it is I said, it's what I believe. 13:49 -The reality is no one wants to feel unimportant. I mean, in fact, sometimes when a kid is going off in a classroom or in a building, sometimes it's because they're trying to say, "Look at me." They're trying to figure out a way for who they are to become relevant. 16:22 - Never be afraid to make mistakes, the only way you cannot make mistakes is not to do anything. And so, in my view of the world, none of us are perfect. So, no matter what it is we do, there's the potential of mistakes. I've made a zillion mistakes in my life, but I'm never going to let the possibility of being an error stop you from pushing forward. 31:44 - What I'm trying to say to young people is success is not leaving the place that you came from. Success is leaving the place that you came from, and then coming back to that place and making a significant difference.Connect with Becky Dubin JenkinsLinkedIn Connect with Dr. Howard FullerWebsite Guest Bio:Dr. Howard Fuller is a legendary activist and reformer. Born in Louisiana, he was raised in Milwaukee and has centered his life's work in education reform and the school choice movement. Dr. Fuller's career includes many years in both public service positions and the field of education. He is the founder of the Institute for the Transformation of Learning at Marquette University, whose mission is to support exemplary education options that transform learning for children, while empowering families, particularly low-income families, to choose the best options for their children.Immediately before his appointment at Marquette University, Dr. Fuller served as the superintendent of Milwaukee Public Schools from 1991-95. His prior positions included: director of the Milwaukee County Department of Health and Human Services 1988 -1991; dean of general education at the Milwaukee Area Technical College 1986 – 1988; secretary of the Wisconsin Department of Employment Relations 1983 – 1986; and associate director of the Educational Opportunity Program at Marquette University 1979 – 1983. He was also a senior fellow with the Annenberg Institute for School Reform at Brown University 1995 – 1997.He has received numerous awards and recognition over the years, including four Honorary Doctorate Degrees: a Doctorate of Humane Letters from

Education Gadfly Show #845: Why schools are wasting millions of dollars on ineffective online tutoring On this week's Education Gadfly Show podcast, Bart Epstein, the president and CEO of EdTech Evidence Exchange, joins Mike Petrilli and David Griffith to discuss the challenges that schools and districts face when implementing online “on-demand” tutoring programs for students. Then, on the Research Minute, Amber Northern reviews a study that examines the effects of state-mandated civics tests on youth voter turnout. Recommended content:Bart's organization: EdTech Evidence ExchangeThe narrow path to doing it right: Evidence from vaccine making for high-dosage tutoring  —Mike Goldstein and Bowen Paulle"Many schools are buying on-demand tutoring but a study finds that few students are using it" —The Hechinger ReportThe study that Amber reviewed on the Research Minute: Jung, Jilli, and Gopalan, Maithreyi, "The Stubborn Unresponsiveness of Youth Voter Turnout to Civic Education: Quasi-experimental Evidence from State-Mandated Civics Tests," Retrieved from Annenberg Institute at Brown University (Nov 2022)    Feedback Welcome:Have ideas for improving our podcast? Send them to our podcast producer, Nathaniel Grossman, at ngrossman@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Checker Finn joins Mike Petrilli and David Griffith to discuss the 2022 NAEP results. Then on the Research Minute, Amber Northern reviews a study that examines how instructional time differs between countries and offers suggestions on how U.S. schools can recover learning time lost to the pandemic.  Recommended content[BW1] : ·      The 2022 NAEP results.·      Checker Finn's recent book about NAEP: “Assessing the Nation's Report Card: Challenges and Choices for NAEP” (May 2022). ·      The study that Amber reviewed on the Research Minute: Matthew A. Kraft and Sarah Novicoff: “Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost Hours,” Annenberg Institute at Brown University (September 2022). Feedback Welcome: Have ideas for improving our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org   [BW1]Should add mike and checker's op-eds tomorrow after they're published. Once Gadfly goes out, Lilly, please do so.

On this week's Education Gadfly Show podcast, Karega Rausch, President and CEO of the National Association of Charter School Authorizers, joins Mike Petrilli and David Griffith to discuss what—if anything—charter schools could have done to reopen sooner during the 2020-21 school year. Then, on the Research Minute, Amber Northern discusses the long-term impacts of requiring high school seniors to pass a science test to graduate.  Recommended Content: ·      Karega's essay for The 74: “High-Quality Charter Schools Can Help Drive Student Recovery from COVID — If They're Allowed to Grow and Expand” (April 2022). ·      Marc Porter Magee on the devastating learning loss of DC's charter schools: “The New Reality Roundup | Week 132,” (September 2022)·      The study that Amber reviewed on the Research Minute: Ann Mantil, John Papay, Preeya Pandya Mbekeani, and Richard J. Murnane, “Increasing High School Students' Preparation and Interest in STEM Fields: Does a Graduation Requirement Make a Difference?” Retrieved from Annenberg Institute at Brown University (September 2022) Have ideas for improving our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org.

On this week's Education Gadfly Show Podcast, John Bailey, nonresident senior fellow at the American Enterprise Institute, joins Mike Petrilli to discuss what schools are likely to do—and what they should do—if hit by more Covid waves this year. Then, on the Research Minute, Amber Northern reviews a study that examines whether private schools that participate in voucher programs “cream skim” high achieving students and/or push out more challenging ones.Recommended Content:  Bree Dusseault: “School Mask, Vaccine Mandates Are Mostly Gone. But What if the Virus Comes Back?” (September 2022). Amber's article that she reviewed on the Research Minute: Joseph Waddington, Ron Zimmer, and Mark Berends, “Cream Skimming and Pushout of Students Participating in a Statewide Private School Voucher Program,” Retrieved from Annenberg Institute at Brown University (August 2022).Feedback Welcome!Have ideas on our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org 

On this week's Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Matt Giani, a professor and researcher at the University of Texas at Austin, and the author of Fordham's new report, How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes. They discuss some takeaways of the first-of-its-kind study. Then, on the Research Minute, Amber Northern reviews a paper examining whether schools where students make rapid academic progress in grades 3–5 also help their students do so in grades K–2.  Recommended content: ·      Fordham's new study: Matt Giani, “How Industry-Recognized Credentials in High School Shape Students' Education and Employment Outcomes,” Thomas B. Fordham Institute (August 2022). ·      The study that Amber reviewed on the Research Minute: Walter Herring, “The Other Half of the Story: Does Excluding the Early Grades from School Ratings Matter?” Annenberg Institute at Brown University (August 2022).·      Dale Chu on why states should start annual testing earlier: “The case for K–2 testing,” Thomas B. Fordham Institute (October 28, 2021). Feedback Welcome! Have ideas on our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org 

On this week's Education Gadfly Show Podcast, Heather Peske, president of the National Council on Teacher Quality, joins Mike Petrilli to discuss whether the “teacher shortage” is real, what might be causing it, and whether lowering barriers to entry to the classroom is a good idea. Then, on the Research Minute, Amber Northern reviews a study that examines demographic disparities in students identified for gifted services, and whether a school-wide curricular intervention for early elementary can help.Recommended content: Heather Peske's opinion piece: “We wouldn't lower standards for pilot licenses—so why teachers?” National Council on Teacher Quality (July 2022).The study that Amber reviewed on the Research Minute: Angel H. Harris, Darryl V. Hill, and Matthew A. Lenard, “Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment,” Annenberg Institute at Brown University (July 2022).Feedback Welcome!Have ideas on our podcast? Send them to our podcast producers Pedro Enamorado and Lilly Sibel at penamorado@fordhaminstitute.org and lsibel@fordhaminstitute.org

On this week's Education Gadfly Show podcast, Matt Beienburg, Director of Education Policy at the Goldwater Institute, joins Mike Petrilli to discuss a new Arizona law that allows any school-aged child to use a taxpayer-funded savings account to pay for private school—or any other educational expense. Then, on the Research Minute, Amber Northern reviews a study on whether a content-rich literacy intervention improves third graders' reading comprehension.  Recommended Content: Matt Beienburg, “In Arizona's Historic ESA Expansion, a Blueprint for Educational Freedom,” The 74 (July 2022). James S. Kim, Patrick Rich, and Ethan Scherer, “Long-Term Effects of a Sustained Content Literacy Intervention on Third Graders' Reading Comprehension Outcomes,” EdWorkingPaper: 22-600, retrieved from Annenberg Institute at Brown University (July 2022).Feedback Welcome!Have ideas on our podcast? Send them to our podcast producers Pedro Enamorado and Lilly Sibel at penamorado@fordhaminstitute.org and lsibel@fordhaminstitute.org 

On this week's Education Gadfly Show podcast, Dr. Dana Suskind, a pediatric surgeon and founder of the TMW Center for Early Learning + Public Health at the University of Chicago, discusses how social supports for low-income and working-class parents equalize opportunities for their young children later in life. Then, on the Research Minute, Amber Northern reviews two studies on whether there's bias in ability grouping within kindergarten classrooms.Recommended content:Dr. Suskind's new book, Parent Nation: Unlocking Every Child's Potential, Fulfilling Society's Promise. The studies that Amber reviewed on the Research Minute: Paul T. von Hippel and Ana P. Cañedo, “Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers,” American Educational Research Journal (2021); Ana P. Cañedo and Paul T. von Hippel, “Bias in Kindergarten ability group placement: Does parental lobbying make it worse? Do formal assessments make it better?” retrieved from Annenberg Institute at Brown University (May 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

This week we speak with Dr. Carly Robinson on ways to help families support children around particularly meaningful moments in education. Dr. Robinson outlines some of her research that has identified common barriers to parental engagement, as well as sources of support. Also as part of our conversation, we discuss the need for transparency in research. A growing but not yet large trend is for studies to pre-register research questions prior to data collection and/or analysis. As we discuss, such practices hold promise in ensuring the dissemination of valid and complete research findings.  Dr. Robinson is a Postdoctoral Research Associate at Brown University's Annenberg Institute where she works with the National Student Support Accelerator. She is also affiliated with the Social Psychology in Education & the Environment (SPiEE) Lab at Johns Hopkins University and the Student Social Support (S3) R&D Lab at the Harvard Kennedy School. She completed her Ph.D. in Education at Harvard University. While at Harvard, she was awarded the National Academy of Education/Spencer Dissertation Fellowship and was an IES Fellow in the Partnering in Education Research (PIER) program. Prior to conducting educational research, Dr. Robinson worked as a New York City teacher. She received a B.A. in Psychology from Williams College and a Master's in Applied Positive Psychology from the University of Pennsylvania. . For more information on Dr. Robinson and her research please see the links below:   Carly Robinson (carlydrobinson.com) Carly Robinson (@Carly__Robinson) / Twitter (2) Carly Robinson | LinkedIn

On this week's Education Gadfly Show podcast, Ashley Jochim, a principal at the Center on Reinventing Public Education, joins Mike Petrilli to discuss her research on pandemic learning pods, what parents and educators liked about them, and whether they might outlive the Covid emergency. Then, on the Research Minute, Amber Northern reviews a study of how New York City's charter schools are affecting diversity in traditional public schools.Recommended content:Ashley's February 2022 report: Crisis Breeds Innovation: Pandemic Pods and the Future of Education.The study that Amber reviewed on the Research Minute: Sarah A. Cordes & Agustina Laurito, “Choice and Change: The Implications of Charter School Expansion for School and Neighborhood Diversity in NYC,” retrieved from the Annenberg Institute at Brown University (April 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Kate Walsh, who just finished a twenty-year run leading the National Council on Teacher Quality (NCTQ), joins Mike Petrilli to discuss America's progress (and the lack thereof) on the teacher effectiveness front over the past two decades. Then, on the Research Minute, Amber Northern reviews a study finding that an AI-capable chatbot improved student college course performance, especially for first-generation students.Recommended content:Kate's reflections on her time at NCTQ: “In gratitude - A final message from Kate Walsh.”The study that Amber reviewed on the Research Minute: Katharine Meyer et al., “Let's Chat: Chatbot Nudging for Improved Course Performance” Retrieved from Annenberg Institute at Brown University (April 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Lizzette Gonzalez Reynolds, Vice President of Policy for ExcelinEd, joins Mike Petrilli and David Griffith to discuss the pros and cons of the college-for-all movement. Then, on the Research Minute, Amber Northern discusses a study on how winning public-school-choice lotteries affects public school enrollment.You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:Mike's post on reforming high school for the many students who won't go to or aren't prepared for a four-year college: “We all agree that college isn't for everyone. We should start acting like it.”Arthur Samuels' concurring piece, which focuses on how principals can support students aiming for entering a career instead of college: “A principal explains how to repair the harm of ‘college for all'.”The study that Amber reviewed on the Research Minute: Susha Roy, “Public School Choice, Outside Options, and Public School Enrollment,” retrieved from Annenberg Institute at Brown University (February 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Fordham's editorial director, Brandon Wright, joins Mike Petrilli and David Griffith to talk about the shifting landscape of highly-selective high schools. Then, on the Research Minute, Amber Northern discusses a study on teacher morale during the pandemic. You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:Brandon's piece from 2021, which discusses Boston's exam school policies: “Boston is punishing its Asian American community for its educational success.”A 2020 Chicago study finding that the city's approach to diversifying selective-high-school admissions had null-to-negative effects on the academic achievement of admitted disadvantaged students: Lisa Barrow, Lauren Sartain, and Marisa de la Torre, “Increasing Access to Selective High Schools through Place-Based Affirmative Action: Unintended Consequences,” American Economic Journal: Applied Economics (October 2020). The federal district court ruling on admissions-policy changes at Thomas Jefferson High School in Fairfax, Virginia: Coalition for TJ v. Fairfax County School Board, No. 1:21cv296-CMH-JFA (E.D. VA February 25, 2022).The study that Amber reviewed on the Research Minute: Gema Zamarro et al., “Understanding Teacher Turnover Intentions During the COVID-19 Pandemic” retrieved from the Annenberg Institute at Brown University (February 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Daniel Buck, Fordham senior visiting fellow and English teacher at Holy Spirit Middle School in Appleton, Wisconsin, joins Mike Petrilli and David Griffith to argue that the educational harms of face masks now outweigh their benefits. Then, on the Research Minute, Amber Northern discusses a study on whether alternative pathways to graduation benefit students who fail exit exams. You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:Dan's piece, which cites studies and European and World Health Organization's policies on masking children to make his case: “End school mask mandates.”A great read in The Atlantic by Emily Oster making a similar case: “Kids-Last COVID Policy Makes No Sense.”The study that Amber reviewed on the Research Minute: Jane Arnold Lincove, Catherine Mata, and Kalena E. Cortes, “A Bridge to Graduation: Post-Secondary Effects of an Alternative Pathway for Students Who Fail High School Exit Exams,” retrieved from Annenberg Institute at Brown University (February 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Thomas Toch, director of FutureEd, joins Mike Petrilli and David Griffith to discuss the ways schools are spending $123 billion in federal Covid relief. Then, on the Research Minute, Amber Northern discusses a study of how leaders are investing in the teacher workforce, and whether that aligns with the preferences of educators. You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:FutureEd's analysis of more than two thousand local spending plans: “How Local Educators Plan to Spend Billions in Federal Covid Aid.”Marguerite Roza's paper that explores tradeoffs in school spending: “The ‘Would You Rather?' Test,” from the book Getting the most bang for the education buck, eds. Frederick M. Hess and Brandon L. Wright (Teachers College Press, 2020).The study that Amber reviewed on the Research Minute: Virginia S. Lovinson and Cecilia H. Mo, “Investing in the Teacher Workforce: Experimental Evidence on Teachers' Preferences,” retrieved from the Annenberg Institute at Brown University (February 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

Susanna Loeb is Director of the Annenberg Institute at Brown University, where she is also Professor of Education and Professor of International and Public Affairs. Her work has addressed issues of educator career choices, and professional development of school finance and governance, and of early childhood systems. She is the founder and acting Executive Director of the National Student Support Accelerator. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford University. She was the founding Director of the Center for Education Policy at Stanford and Co-Director of Policy Analysis for California Education.

This Week: A fascinating article in The Progressive got Manuel and Jeff talking about some of our predictions of what's to come once we have fresh, new state test scores this spring. The learning loss hawks are circling, and once the data is public and we're able to quantify just how deficient and underperforming all of the kids are, and how exacerbated the equity gaps are, which we've always known have been there, what will come for our accountability systems? Will we harken back to the NCLB, Race to the Top era of value added metrics, and high stake testing based teacher evaluations? A working paper from the Annenberg Institute at Brown University shows little to no effect of the practices of that era, but will policy makers be wise enough, soon enough, to avoid repeating the sins of the past? And what should we do instead? Get your All of the Above swag, including your own “Teach the Truth” shirt! In this moment of relentless attacks on teaching truth in the classroom, we got you covered. https://all-of-the-above-store.creator-spring.com Passing Period is an AOTA podcast extra that gives us a chance to check-in, reflect, and discuss powerful stories in between our full episodes. Watch, listen and subscribe to make sure you don't miss our latest content! Website: https://AOTAshow.com Stream all of our content at: linktr.ee/AOTA Watch at: YouTube.com/AlloftheAbove Listen at: apple.co/38QV7Bd and anchor.fm/AOTA Follow us at: Facebook.com/AOTAshow and Twitter.com/AOTAshow --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support

On this week's Education Gadfly Show podcast, Elliot Regenstein, partner at Foresight Law + Policy and former member of Illinois's Early Childhood Funding Commission, joins Mike Petrilli and David Griffith to discuss how the Build Back Better plan would affect pre-k and child care. Then, on the Research Minute, Amber Northern covers a study that examines why students of color benefit from having teachers of the same race and ethnicity. Amber's Research Minute: David Blazar, “Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes,” Annenberg Institute at Brown University (December 2021).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

As schools reopen their doors to in-person learning, many students are struggling with the transition. Concerns about learning loss are universal. In fact, more than half of public-school teachers report significant learning loss for students both academically and from a social and emotional standpoint. During NYSSBA's virtual member event last month, Susanna Loeb, Director at the Annenberg Institute at Brown University and Professor of Education and International & Public Affairs, spoke about the learning needs of students following the pandemic. In today's episode of the President's Gavel, we continue this conversation with Susanna. Resources: https://bit.ly/3ogvIeZ https://studentsupportaccelerator.com/ https://www.congress.gov/bill/117th-congress/house-bill/1319.

Dr. Carly Robinson, a Postdoctoral Research Associate at the Annenberg Institute at Brown University, shares the research and best practices school systems should use in their tutoring strategy this year to address unfinished learning from COVID-19. Haughton Elementary School in Bossier Parish is spotlighted during the What's Making Me Smile segment for their fun and engaging instruction. 

On this week's podcast, Tom Toch, director of Future Ed, joins Mike Petrilli and David Griffith to discuss D.C.'s teacher-hiring strategy, and why other districts can and should follow suit. On the Research Minute, Amber Northern examines how teacher specialization in elementary schools affects student achievement.Amber's Research MinuteNaYoung Hwang and Brian Kisida, "Spread Too Thin: The Effects of Teacher Specialization on Student Achievement," retrieved from Annenberg Institute at Brown University (October 2021).

Mark Blyth, political economist at Brown's Watson Institute, and Carrie Nordlund, political scientist and associate director of Brown's Annenberg Institute, share their take on the week's news. On this episode: the Delta variant spreads the globe; the economy is doing great and has reverted to the mean (or it isn't and it hasn't); Carrie's Olympic fever and Mark's Olympic skepticism; Haiti, South Africa, and fragile states in peril; billionaires in space; waiting for Prince Harry's memoir's Netflix adaptation. You can learn more about the Watson Institute's other podcasts here: [https://watson.brown.edu/news/podcasts] [Transcript forthcoming]

Mark Blyth, political economist at Brown's Watson Institute, and Carrie Nordlund, political scientist and associate director of Brown's Annenberg Institute, share their take on the week's news. On this episode: the G7's shaky promises on taxing the rich, and shaky relationships with China and Russia; regional variations in the Covid-19 recovery in the US; making sense of the tight US labor market; the Supreme Court talks Snapchat and labor organizing; Justice Stephen Breyer's work/life balance; voting rights, critical race theory, and the 2022 midterm elections; can Jeff Bezos just stay in space? You can listen to Mark on Watson's podcast Trending Globally here: [https://soundcloud.com/watsoninstitute/earth-day-special-whats-missing-from-the-climate-discussion] [Transcript forthcoming]

Allison Zelkowitz seized the opportunity to use behavioral science at Save The Children to make a big impact on global projects. By building a world-first “nudge unit” within the organization, her story is an inspiring example of how application of behavioral science principles can make a real difference in the world.  Allison Zelkowitz is the Founder and ‎Director of the Center for Utilizing Behavioral Insights for Children (CUBIC) https://www.savethechildren.net/cubic, part of the international nonprofit organization Save the Children. CUBIC is the first behavioural insights initiative or "nudge unit" in the world to focus on the most marginalised children’s rights and welfare. At CUBIC, they focus on nudging the behaviours and actions of decision-makers, educators, families and communities, so more children get the best possible start in life.  Ultimately, Allison is well aware that changing behavior isn’t about telling people what to do, it’s about facilitating ways for them to change: understanding the barriers and effectively removing them. The projects of CUBIC are not just inspiring, they are also life-saving. Projects such as  Nudging children in Thailand to wear bicycle helmets,  Encouraging breastfeeding in Laos, and  Increasing playful teaching methods to enhance children’s learning in Bangladesh.  In our chat with Allison, she reveals the vast personal dedication that it took to enable CUBIC to be formed. We love that Allison first carved her interest in behavioral science by listening to podcasts in her spare time (Allison has since become a Behavioral Grooves Patreon https://www.patreon.com/behavioralgrooves  - thank you for your support!) But within the space of 14 months, her idea had grown into an international collaboration with other leading behavioral scientists, a huge fundraising effort, and eventually to the global launch of CUBIC in April 2020. In this episode you will learn: (11:05) What inspired Allison to start CUBIC at Save The Children International. (15:03) Why just giving people good information doesn't change their behavior. (19:45) An overview of setting up a Nudge unit. (23:55) The steps Allison took to build CUBIC in 14 months. (30:18) About the current project in the Philippines texting parents to encourage them to positively engage with their children. (41:54) Upcoming project on increasing vaccination uptake in the global south. (43:59) Music Allison enjoys. (48:58) Grooving Session and Bonus Track. © 2021 Behavioral Grooves Links CUBIC - Save The Children International: https://www.savethechildren.net/cubic Save The Children: https://www.savethechildren.org/?cid=Referral::POPUPwww.savethechildren.net::123199&utm_source=sciweb&utm_medium=web&utm_campaign=member_popup  CUBIC: Save The Children initiative: https://www.youtube.com/watch?v=BCy9B-k2044  Eliud Kipchoge: https://en.wikipedia.org/wiki/Eliud_Kipchoge  United States Parachute Association: https://uspa.org/  Allison's Blog on Skydiving with Behavioral Science: https://www.patreon.com/posts/behavioral-in-32008134  Behavioral Grooves Patreon: https://www.patreon.com/behavioralgrooves  Fadi Makki, Founder of Nudge Lebannon: https://nudgelebanon.org/our_team/fadi/  The Busara Center for Behavioral Economics: https://www.busaracenter.org/  Faisal Naru, OECD: https://www.oecd.org/gov/behavioural-insights.htm  Josh Martin, Ideas 42: https://www.ideas42.org/blog/incorporating-behavioral-science-cash-transfer-programs-changing-lives/  The Behavioral Insights Team: https://www.bi.team/   Dr Susanna Loeb, The Annenberg Institute, Brown University: https://annenberg.brown.edu/publications/one-step-time-effects-early-literacy-text-messaging-program-parents-preschoolers  The Lantern Group: https://lanterngroup.com/ Behavioral Alchemy: https://www.behavioralchemy.com/   Musical Links  Hamilton Soundtrack: https://www.youtube.com/playlist?list=PLV78EPlNCZ5B1vHkRicCAdpbDqZ1DpLgM  Journey “Don’t Stop Believing”: https://www.youtube.com/watch?v=1k8craCGpgs  Video for Allison’s wedding: https://www.youtube.com/watch?v=DD38az2cUsg  Other Episodes You Will Enjoy Episode 202: How Chaning Jang Works Around Not Being WEIRD https://behavioralgrooves.com/episode/how-chaning-jang-works-around-not-being-weird/ Episode 209: GAABS and Improving the Future for Every Applied Behavioral Scientist https://behavioralgrooves.com/episode/improving-the-future-for-every-applied-behavioral-scientist/ Episode 190: Cornelia Walther on POZE: Pause, Observe, Zoom in, and Experience https://behavioralgrooves.com/episode/cornelia-walther-on-poze-pause-observe-zoom-in-and-experience/ Episode 168: The Stages of Grief, Pandemics and the Psychology of Protests with Nicole Fisher https://behavioralgrooves.com/episode/the-stages-of-grief-pandemics-and-the-psychology-of-protests-with-nicole-fisher/ Episode 165: Shlomi Ron: Visual Storying Telling In a Time of Crisis https://behavioralgrooves.com/episode/shlomi-ron-visual-storying-telling-in-a-time-of-crisis/ Episode 146: Covid-19 Crisis: Mariel Beasley on Increasing Short Term Savings During the Crisis https://behavioralgrooves.com/episode/covid-19-crisis-mariel-beasley-on-increasing-short-term-savings-during-the-crisis/ Episode 139: Iris Tzafrir: A Kind Word https://behavioralgrooves.com/episode/iris-tzafrir-a-kind-word/ Episode 73: Terry Esau: Carbon Fiber Therapist https://behavioralgrooves.com/episode/terry-esau-carbon-fiber-therapist/ Episode 19: The Teaspoon Hustle – Part 1 with Rob Burnet https://behavioralgrooves.com/episode/the-teaspoon-hustle-part-1-with-rob-burnett/ Episode 20: The Teaspoon Hustle – Part 2 with Rob Burnet https://behavioralgrooves.com/episode/the-teaspoon-hustle-part-2-with-rob-burnett/ Episode 221: Donating Our Money Is Irrational, So Why Do We Do It? Tim Kachuriak Explains Our Motivations https://behavioralgrooves.com/episode/why-we-donate-our-money/ Episode 1: Behavioral Grooves 1: James Heyman, Phd https://behavioralgrooves.com/episode/behavioral-grooves-1-james-heyman-phd/ Episode 222: How Delusions Can Actually Be Useful: Shankar Vedantam Reveals How https://behavioralgrooves.com/episode/shankar-vedantam-useful-delusions/  

So many people have suffered as a result of the pandemic. But there’s one group who may pay the price for an especially long time: America’s children. As schools start to reopen this spring, and federal funds begin to flow into states and municipalities, what can we do to make up for kids’ social, emotional, and academic loss? Susanna Loeb, director of the Annenberg Institute for School Reform at Brown, has some ideas. At the top of the list? Tutoring. To help spread what she and her team call “high-impact” tutoring to a wider range of communities, they’ve created The National Student Support Accelerator, a one-stop resource for schools and teachers to develop effective, long-term tutoring infrastructure in schools. On this episode, Sarah talks with Susanna about the definition of “high impact tutoring,” how to make it scale, and why it’s exactly what America’s students need right now. You can learn more about the National Student Support Accelerator here: [https://studentsupportaccelerator.com/] You can read more about the story of its creation here: [https://www.brown.edu/news/2021-03-04/accelerator] [Transcript Forthcoming]

A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting K-12 student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown […] The post Boosting student achievement with high-dosage tutoring: An interview with Carly Robinson and Matthew Kraft, Brown University – Episode #183 appeared first on Gov Innovator podcast.

Jesse Bruhn is an Assistant Professor of Economics at Brown University and an affiliate of the Annenberg Institute. Prior to joining the economics department at Brown, he spent a year as a post-doctoral fellow in the Industrial Relations Section at Princeton University. In 2019, he received his Ph.D. from Boston University. Jesse is a labor economist who studies the economics of education (teacher labor markets, educator effectiveness, school choice) and the economics of crime (street gangs). Prior to his career as an economist, Jesse spent four years on active duty in the United States Army and one year as a Mathematics Educator in the Springfield, MA, public school system. We are very excited to announce that the book club will be hosted by Fiori Sara Berhane. We will (Zoom) meet on December 8th at 7 pm EST and will be reading Radical Happiness by Lynne Segal.Sign Up HereSign Up HereIf you like the show please go to iTunes and give us a rating. It helps other people find A Correction. Thank you! A Correction Podcast Episodes RSS

In episode 19 of Airmic Talks, the fortnightly podcast brought to you by the UK's risk and insurance management association. In this episode Richard is joined by Airmic's resident geopolitical expert Alex Frost and Dr Carrie Nordlund, Associate Director at the Annenberg Institute, Brown University (in Providence, Rhode Island), to discuss the results of the US presidential election, the current state of play and what this all means for geopolitical risks. It is important to note that Alex, Carrie and Richard recorded their discussion on the morning of Friday 13th November. The Airmic Fest platform will remain live until March 2021. You can still watch explore all the content produced for the virtual conference on the platform here: airmicfest.com/ Airmic's Coronavirus resource page: www.airmic.com/airmic-coronavirus-resource-page Airmic Live webinars: www.airmic.com/airmic-live-webinars All information concerning Airmic's response to coronavirus can be found here: www.airmic.com/coronavirus

Following a chaotic spring semester and extended school closures brought on by the COVID-19 pandemic, many students will require additional academic support as instruction resumes this fall. A new policy brief, coauthored by the University of Chicago Consortium on School Research's Elaine Allensworth and the Annenberg Institute's Nate Schwartz, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead. Allensworth discusses the brief, the potential scope of learning loss, and a number of interventions and supports proven to accelerate learning for struggling students.

Our team was incredibly honored to host Dr. Howard Fuller on our first official episode of the #squarepizzapod. Dr. Fuller has immense experience in community organizing, education reform, and working to ensure all families have access to quality educational options. We cover many topics including school choice, student integration, college basketball, and so much more. He's a living legend and we hope you take time to listen to this episode. See below for more about Dr. Fuller: WebsiteTwitterDr. Howard Fuller Collegiate Academy No Struggle No Progress (book) HOWARD FULLER, PH.D.fullerhlf@gmail.comHoward Fuller’s career includes many years in both public service positions and the field of education. Dr. Fuller is a Distinguished Professor of Education, and Founder/Director of the Institute for the Transformation of Learning at Marquette University in Milwaukee, Wisconsin. The mission of the Institute is to support exemplary education options that transform learning for children, while empowering families, particularly low-income families, to choose the best options for their children. Immediately before his appointment at Marquette University, Dr. Fuller served as the Superintendent of Milwaukee Public Schools June 1991 - June 1995. Dr. Fuller became nationally known for his unending support for fundamental educational reform.His prior positions included: Director of the Milwaukee County Department of Health and Human Services 1988 -1991; Dean of General Education at the Milwaukee Area Technical College 1986 - 1988; Secretary of the Wisconsin Department of Employment Relations 1983 - 1986; and Associate Director of the Educational Opportunity Program at Marquette University 1979 - 1983. He was also A Senior Fellow with the Annenberg Institute for School Reform at Brown University 1995 - 1997.Dr. Fuller received his B.S. degree in Sociology from Carroll College in Waukesha, Wisconsin, in 1962; M.S.A. degree in Social Administration from Western Reserve University in Cleveland, Ohio, in 1964, and his Ph.D. in Sociological Foundations of Education from Marquette University, Milwaukee, Wisconsin in 1986.He has received numerous awards and recognition over the years, including four Honorary Doctorate Degrees: Doctorate of Humane Letters from Carroll College in 1987; Doctorate of Laws from Marian College, Fond Du Lac, Wisconsin in 1992; Doctorate of Business and Economics from Milwaukee School of Engineering in 1995. Doctorate of Humane Letters from Edgewood College, Edgewood College, Madison WI.He is the Chair of the Board of Milwaukee Collegiate Academy. He also serves on the Board of The Black Alliance for Educational Options, Milwaukee Region Board of Teach for America, Milwaukee Charter School Advocates and Education Cities. He is an Advisory Board member of the National Alliance for Public Charter Schools and the National Association for Charter School Authorizers.Support the show (http://Scherm.co)

Providence Public School Districts have an exceptionally low level of academic instruction, despite neighboring an elite Ivy League institution. In the first episode of Season 3, hosts Morgan Awner ‘21 and Rachel Lim ‘21 take a step off College Hill and a look into the broken Providence schools. Featuring interviews from Domingo Morel Ph.D ‘14, a scholar on state takeovers, and Paige Clausius-Parks, a senior policy analyst at RI Kids Count, this episode illustrates the overwhelming issues with the schools in Providence, an explanation of state takeovers, and questions the direction of the intervention. Special Thanks: Domingo Morel is a Visiting Scholar at the Annenberg Institute for School Reform at Brown University and an Assistant Professor of Political Science at Rutgers University. He is the author of Takeover: Race, Education, and American Democracy (2018) and co-editor of Latino Mayors: Power and Political Change in the Postindustrial City (2018). He received his Ph.D. in political science from Brown University in 2014 and is an alum of the Providence Public School District. Paige Clausius-Parks is a Senior Policy Analyst at RI Kids Count, an organization that provides comprehensive information on Rhode Island’s children and engages in information-based advocacy for the improvement of children’s lives. Clausius-Parks is a certified secondary grades social studies teacher and worked at the Metropolitan Regional Career and Technical Center. She has a Masters in Education Administration from the Harvard University School of Graduation. Special Thanks to Dan McGowan at the Boston Globe, for his continuous support of student journalism. If this episode dismays/ shocks/ intrigues you, please consider donating to the Providence Student Union, who do the critical work of empowering students in PVD to create change in their schools and communities. Hosts: Morgan Awner and Rachel Lim Interviews and Scripting: Annika Sigfstead and Morgan Awner Executive Producer: Emily Skahill

Learn more about my Teaching Through a Culturally Diverse Lens Course About Keith Catone, Ed.D. Keith Catone is executive director of the Center for Youth and Community Leadership in Education (CYCLE) at Roger Williams University. Previously, he served as Associate Director for Community Organizing and Engagement at the Annenberg Institute for School Reform and Adjunct Assistant Professor of Education at Brown University. He was the project director for the Youth 4 Change Alliance in Providence, RI and co-founded the New York Collective of Radical Educators, a citywide grassroots teacher activist group, while teaching high school social studies in the Bronx. Keith serves on the board of directors for the Education for Liberation Network and has authored numerous research and opinion pieces. His first book, The Pedagogy of Teacher Activism: Portraits of Four Teachers for Justice, explores connections between pedagogical purpose, power, and possibility in the context of working with teachers, youth, families, and communities to change the world. Keith holds an EdD from Harvard University. Show Highlights A little bit about Keith The importance of teacher activism Portraits of teacher activism Strategies to become social change agents The Pedagogy of Teacher Activism: Portraits of Four Teachers for Justice Connect with Keith Twitter: @CatoneKeith www.cycle-rwu.org Additional Resources The Pedagogy of Teacher Activism: Portraits of Four Teachers for Justice Connect with me on Twitter @sheldoneakins www.sheldoneakins.com/course

This fall, education policy researchers released Getting Down to Facts II [http://gettingdowntofacts.com], a major report on preK-12 education in California. The findings reveal that reforms adopted since the original report was released in 2007 have put California on the right track, but funding challenges and student achievement gaps remain. Susanna Loeb [https://news.brown.edu/articles/2017/08/loeb], director of the Annenberg Institute for School Reform at Brown University [http://www.annenberginstitute.org] and the report's principal investigator, joined Susan Moffitt [https://watson.brown.edu/public-policy/people/faculty/susan-moffitt], director of the Taubman Center for American Politics and Policy [https://watson.brown.edu/taubman], to discuss what the findings mean for California, and what other states might learn from them. Episode edited by Babette Thomas '19 Theme music composed by Henry Ross Bloomfield: www.heybloomfield.com Download episode transcript

CJSF’s Allison R Brown speaks with Keith Catone of the Annenberg Institute for School Reform about his new book (The Pedagogy of Teacher Activism) profiling four teacher activists, including Kari Kokka, who also joins the show.

In April, our guest is Dr. Warren Simmons, executive director, Annenberg Institute for School Reform at Brown University.  AISR is a national policy research and reform-support organization that works with urban districts and communities to improve the conditions and outcomes of schools, especially in urban communities and in those attended by traditionally underserved children. Their work focuses on three crucial issues in education reform today: school transformation, college and career readiness and expanded learning time.  We will speak with Dr. Simmons and Dr. Jesse Register, Director of Metro Nashville Public Schools. MNPS is currently engaged with the Annenberg Institute to improve achievement in that district.  Listen and learn what is happening in Nashville. Join us for what promises to be an incredible discussion on April 23 at 2pm EST.

In this edition of the Harvard EdCast, Warren Simmons, Executive Director of the Annenberg Institute for School Reform at Brown University shares his insights on improving urban schools in America. Direct download: simmons.mp3

Digital filming has transformed documentary, offering new potentials to filmmakers and at the same time transforming audience attitudes. Filmmakers have been able to work more informally with their subjects, giving rise to the fusion format of reality TV as well as changing the nature of documentaries themselves. From the audience perspective, affordable digital platforms mean that almost everyone knows what it is like to film and be filmed. The result is a transformation of the documentary genre, where films are now seen as documents of interactions rather than expositions of fact. Ellis explores this new phase in documentary, using methods derived from Goffman as well as an intimate understanding of the technologies of filming. John Ellis is Professor of Media Arts at Royal Holloway University of London, and this semester’s visiting scholar at the Annenberg Institute, University of Pennsylvania. He is the author of Visible Fictions (1982), Seeing Things (2000) and TV FAQ (2007) and the co-author of Language and Materialism (1977). His Documentary: Witness and Self-Revelation will appear in 2012, and is based in part on his 19 years as an independent producer for British TV, making documentaries about cinema and the arts, the politics of media, and the food industry. He served on the editorial board of Screen magazine (1975-1985), was the vice-chair of the film producers’ association PACT (1988-1994), and now chairs the British Universities Film & Video Council (BUFVC).