POPULARITY
9 episodes with fordham institute
6 episodes with fordham institute
3 episodes with fordham institute
6 episodes with fordham institute
6 episodes with fordham institute
8 episodes with fordham institute
3 episodes with fordham institute
2 episodes with fordham institute
2 episodes with fordham institute
Career and technical education programs expanded in the state after a big investment. The Fordham Institute hopes to see more growth.
Today Dr. Tim Slekar comes fully leaded with a perplexing story out of Oklahoma as the state makes a controversial decision to begin teaching 2020 election denial as part of its official state social studies standards, a move that even David Griffith from the conservative think tank the Fordham Institute called “disappointing.” But is there an opportunity to come at this problem from another angle while insisting Oklahoma's haphazard implementation is just not ok? Dr. Johnny Lupinacci responds with a different take, seeing a chance to delve into the wider issue of growing election denialism in American society. When the subjects get tough, the only solution is a healthy dialog and that's precisely what occurs on today's episode as our hosts and special guest Jess PS grapple with the challenge of teaching students to embrace a healthy skepticism towards their government and its institutions without yielding ground to baseless conspiracy theories and debunked claims. BustED Pencils: Fully Leaded Education Talk is part of Civic Media. Subscribe to the podcast to be sure not to miss out on a single episode! Go to bustedpencils.com for swag, all of our episodes, and for information on partnering with us! For information on all of the programming across the Civic Media network, head over to https://civicmedia.us/shows. Join the conversation by calling or texting us at 608-557-8577 to leave a message!
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.
Thank you Fordham Institute. Dr. Sofoklis Goulas is an economist. He is a Fellow at the Brookings Institution and author of “Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era,” published by the Fordham Institute last month.Here is a link of the study: https://fordhaminstitute.org/national/research/underachieving-and-underenrolled-chronically-low-performing-schools-post-pandemic
Thank you Fordham Institute. Dr. Sofoklis Goulas is an economist. He is a Fellow at the Brookings Institution and author of “Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era,” published by the Fordham Institute last month.Here is a link of the study: https://fordhaminstitute.org/national/research/underachieving-and-underenrolled-chronically-low-performing-schools-post-pandemic
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 Biden passing the torch and Trump picking J.D. Vance could affect U.S. school policy. Then, on the Research Minute, Amber examines a new study that compares the academic impacts of urban versus suburban charter schools.Recommended content: “Vance vs. Pence: How Trump's VP picks compare on education” —Dale Chu, Fordham Institute“The Democratic replacement candidates on education” —Daniel Buck, Fordham InstituteSarah Cohodes and Astrid Pineda, “Diverse paths to college success: The impact of Massachusetts' urban and nonurban charter schools on college trajectories,” National Bureau of Economic Research (July 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.
Do you know what a mondegreen is? The episode opens with an explanation and then discusses the concept of teacher tenure. Some of the problems it creates for students, parents, and teachers, some ideas of solutions, and some of the positive aspects (with side conversations on high stake testing in schools and pensions) The following article is referenced in the episode from the Fordham Institute. Let's Talk About Bad Teachers --- Send in a voice message: https://podcasters.spotify.com/pod/show/ptcpodcast/message
A visit with the senior research director at Fordham Institute, the education think tank , Meredith Coffey; about policies needed for equitable grading...risks and rewards. Some links for you: Think Again: Does ‘equitable' grading benefit students? (February 2024) https://fordhaminstitute.org/national/research/think-again-does-equitable-grading-benefit-students “'Grading for Equity' isn't grounded in reality” (May 2023) https://fordhaminstitute.org/national/commentary/grading-equity-isnt-grounded-reality “How lax grading policies make classrooms chaotic” (May 2023) https://fordhaminstitute.org/national/commentary/how-lax-grading-policies-make-classrooms-chaotic
A visit with the senior research director at Fordham Institute, the education think tank , Meredith Coffey; about policies needed for equitable grading...risks and rewards. Some links for you: Think Again: Does ‘equitable' grading benefit students? (February 2024) https://fordhaminstitute.org/national/research/think-again-does-equitable-grading-benefit-students “'Grading for Equity' isn't grounded in reality” (May 2023) https://fordhaminstitute.org/national/commentary/grading-equity-isnt-grounded-reality “How lax grading policies make classrooms chaotic” (May 2023) https://fordhaminstitute.org/national/commentary/how-lax-grading-policies-make-classrooms-chaotic
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, Jeanette Luna, a production and research associate at the Fordham Institute, joins Mike to discuss the competitive pressures facing America's largest school districts. Then, on the Research Minute, Amber reports on a new study investigating whether post-Covid grade inflation has begun to recede.Recommended content:“The education competition index: Quantifying competitive pressure in America's 125 largest school districts” —David Griffith and Jeanette Luna, The Fordham Institute“School choice isn't killing traditional public schools. It's making them better.” —Michael Petrilli, The Fordham InstituteDan Goldhaber and Maia Goodman Young, “Course Grades as a Signal of Student Achievement: Evidence on Grade Inflation Before and After COVID-19,” Center for Analysis of Longitudinal Data in Education Research (November 2023).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.
On this episode of Anchored, Soren is joined by Daniel Buck, teacher, senior visiting fellow at the Fordham Institute, and author of What Is Wrong With Our Schools? The two discuss the importance of maintaining certain traditional practices despite changing technology. They explore the impact of John Dewey and other educational theorists' varied views of human nature on the philosophy of the current public school system, advocating for a student's education to focus on content rather than acquiring skills. The two also talk about the necessary balance between student-directed techniques and models as well as boundaries that are crucial for student growth and accountability.
Daniel Buck, practicing classroom teacher, and author of "What is wrong with our schools?" joins me to discuss his book, so I can (I hope) persuade you to BUY IT AND READ IT. To be an effective advocate for your children, you to know and understand what you're asking for (and rejecting) when it comes to their education. If you want transparency, you need to know enough about education to evaluate what you're given. Daniel's book will give you both, in a short 200 pages! I am NOT paid to endorse the book, nor was I given a copy. I bought myself, so you can trust me completely on this, it will be the most important book you read all year. Buy it here: https://a.co/d/foMcs8R Daniel Buck is a senior visiting fellow at the Fordham Institute, editor-in-chief of Chalkboard Review, and author. He earned his master's degree in curriculum and instruction from the University of Wisconsin, Madison. His work has appeared in various publications including National Review, the Wall Street Journal, RealClearEducation, and The New York Post. He has taught English literature and English as a second language in public and private schools at the middle and high-school levels. Find Daniel on Twitter @mrdanielbuck Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe
EPISODE 1414: In this KEEN ON episode, Andrew talks to Rajiv Vinnakota, the President of the Institute for Citizens and Scholars, about how to transform Americans into better citizens A pioneering social entrepreneur, Rajiv Vinnakota serves as President of the Institute for Citizens & Scholars, leading its mission to cultivate the talent, ideas, and networks that develop lifelong, effective citizens. To that end, he works tirelessly to build relationships with the partners and sponsors without whom Citizens & Scholars could not succeed, while at the same time fostering a strong organizational culture focused on American civic values. Raj has dedicated his life to initiatives that help American citizens from all walks of life to become productive and engaged members of society. Early in his career, Raj co-founded the SEED Foundation, the nation's first network of public, college-preparatory boarding schools for underserved children. The SEED schools were featured in both television and film, and Raj won multiple awards for his work with SEED, including Harvard University's Innovation in American Government Award, Fast Company/Monitor Group's Social Capitalist Award, and Oprah Winfrey's Use Your Life Award. Raj continues to serve on the Board of Directors for SEED. Before joining the Institute for Citizens and Scholars, Raj served as Executive Vice-President of the Aspen Institute. In this role, he launched and led the new Youth & Engagement Programs division devoted to youth leadership development, civic engagement, and opportunity. Raj currently co-chairs the Civics and Civic Engagement Taskforce for the United States Congress Semiquincentennial Commission celebrating the 250th anniversary of the country's founding. Raj also co-chairs the Civic Learning Pillar of the Partnership for American Democracy, a coalition of American leaders directing resources and attention toward efforts to save U.S. democracy, and serves on the advisory committee for Citizen Data. He is the author of From Civic Education to a Civic Learning Ecosystem and has spoken on civic engagement to the Fordham Institute, Results for America, and the ASU GSV Summit. He regularly appears on media outlets such as NBC, CBS, and The Bulwark. Raj grew up in Milwaukee, Wisconsin, the child of Indian immigrants who instilled in him the faith that a good education could open doors to great things. He graduated from Princeton University and is a recipient of Princeton's Woodrow Wilson Award, the university's highest honor for undergraduate alumni. Named as one of the "100 most connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting KEEN ON, he is the host of the long-running How To Fix Democracy show. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children. Learn more about your ad choices. Visit megaphone.fm/adchoices
What is a teacher's role in the classroom and how do students learn best? In this episode, Naomi and Ian are joined by Daniel Buck, teacher, Senior Visiting Fellow at the Fordham Institute, and author of the new book, “What Is Wrong with Our Schools?” Daniel describes the philosophy of education, beginning with the classical view that teachers are the authorities in the classroom and their primary role is to transmit knowledge to their students. Starting in the 1960s, though, progressive educators Henry Giroux and Paulo Freire popularized the idea that teachers are merely guides, helping students on a path of self-discovery.Freire's philosophy is dominant in K-12 education today, with teachers and administrators seeing teaching as a fundamentally oppressive task. This has led to innovations liked “project-based learning” or the “flipped classroom” where the student is encouraged to explore what already interests them. Not only do these strategies fail to impart important information to students, they also leave many students frustrated. Evidence suggests that students need structure, guidance, and a knowledge-based approach in order to succeed academically.Resources:• What Is Wrong With Our Schools? The ideology impoverishing education in America and how we can do better for our students | Daniel Buck | John Catt Educational• Teach for America Needs to Focus on Teaching | Naomi Schaefer Riley | Deseret NewsShow Notes:• 01:30 | How was the flipped classroom supposed to help kids? • 05:00 | What is wrong with our schools? • 07:30 | Is educating someone an oppressive task?• 15:30 | Student-centered learning advantages affluent children • 17:10 | What are the empowering alternatives?
On this episode of Take Back Our Schools, Andrew and Beth welcome teacher and author, Daniel Buck. Daniel talks about his new book, What is Wrong with Our Schools, and shares his own experiences as a student in the progressive echo chamber of education schools and as a teacher. Daniel describes his journey away from progressive education and towards knowledge-based traditional education, especially classical literature. We discuss the importance of student behavior in the classroom and the deleterious impact of restorative justice programs. Daniel also interprets and criticizes progressive buzzwords such as “critical thinking” and “child-centered learning.” Daniel Buck is a middle-school English teacher, having taught at both public and private schools He is also senior visiting fellow at the Fordham Institute, and his writing has been featured in many publications including The Wall Street Journal and National Review. Learn more about your ad choices. Visit podcastchoices.com/adchoices
On this week's Education Show podcast, Jennifer Alexander, Executive Director of the Policy Innovators in Education (PIE) Network, joins Mike Petrilli and David Griffith to discuss recent state-level education reform victories, including Tennessee's school funding overhaul and Illinois's new charter facilities financing law . Then, on the Research Minute, Amber Northern discusses a study that examines the impact family structure has had on student achievement and discipline over time. Recommended Content: PIE Network's 2022 Eddie Awards Nominees: “Game Changer Campaign of the Year,” (August 2022). The study that Amber reviewed on the Research Minute: Nicholas Zill and Bradford Wilcox, “Strong Families, Better Student Performance: The More Things Change, the More They Remain the Same,” Institute for Family Studies (August 2022)Jeff Murray's Fordham Institute review of Zill and Bradford's study: “Family structure and academic outcomes,” (September 6, 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
A LOOK AT INDUSTRY RECOGNIZED CREDENTIALS FOR HIGH SCHOOL STUDENTS; Dr. Amber Northern of The Fordham Institute gives us the facts and the research living up to expectations , etc *********************************** Everything we do is linked at the home website of The American Consortium for Equity in Education at ace-ed.org: 1.Teacher-Retention.com and Teaching Reset Professional Development 2. SELtoday.org 3The Excellence in Equity Awards Program 4.Our online journal 'Equity& Access PreK12
A LOOK AT INDUSTRY RECOGNIZED CREDENTIALS FOR HIGH SCHOOL STUDENTS; Dr. Amber Northern of The Fordham Institute gives us the facts and the research living up to expectations , etc *********************************** Everything we do is linked at the home website of The American Consortium for Equity in Education at ace-ed.org: 1.Teacher-Retention.com and Teaching Reset Professional Development 2. SELtoday.org 3The Excellence in Equity Awards Program 4.Our online journal 'Equity& Access PreK12
Don Parker of Fordham Institute says public educators teaching civics is a conflict of interest. Asking educators about the role of government, is like asking Facebook about social media. We also discus school choice and course choice. Reforming K-12 education should address conflict of interest in civics.
Classroom instruction in the field of “Social and Emotional Learning” (SEL) has recently come under fire, particularly from conservatives. Critics see SEL as a mechanism for the government to indoctrinate students on controversial social issues. But should teachers abandon social and emotional learning altogether? In this episode, Naomi and Ian are joined by https://fordhaminstitute.org/about/fordham-staff/nathaniel-grossman (Nathaniel Grossman), a research intern at the Fordham Institute and former elementary school teacher. Nathaniel explains how Social and Emotional Learning has always been a critical component of a child's education. He highlights the importance of creating a comfortable environment in the classroom for children to express their concerns and to teach them how to function well and collaborate with others. He worries that some forms of SEL will run contrary to values students are learning at home. And he is also concerned that in the name of improving students' mental health, districts are eliminating testing and other assessments. Lowering expectations for students, which in turn lowers students' expectations of themselves, is SEL done poorly. Resources: • https://fordhaminstitute.org/national/commentary/schools-have-no-choice-teach-social-and-emotional-skills (Schools have no choice but to teach social and emotional skills) | Nathaniel Grossman | Fordham Institute • https://www.aei.org/social-and-emotional-learning/ (What It Will Take for Social and Emotional Learning to Succeed) | Frederick M. Hess and RJ Martin | American Enterprise Institute • https://www.aei.org/articles/a-dubious-consensus-on-social-and-emotional-learning/ (A Dubious Consensus on ‘Social and Emotional' Learning) | Frederick M. Hess | American Enterprise Institute Show Notes: • 02:50 | What is Social and Emotional Learning? • 04:18 | Children will pick up social and emotional cues whether or not they are intentionally taught • 07:23 | Handling hot topics like gender identity and school shootings in the classroom • 11:30 | On sheltering students from potentially triggering standardized testing • 15:10 | The harm of lowering standards in the name of SEL • 18:45 | Evaluating students' social and emotional skills
On this week's Education Gadfly Show podcast, Checker Finn, the Fordham Institute's president emeritus and a distinguished senior fellow, discusses recommendations for the National Assessment of Educational Progress from his new book, Assessing the Nation's Report Card. Then, on the Research Minute, Amber Northern reviews a study on how a performance-based teacher pay policy in the U.K. impacted personnel decisions and student outcomes.Recommended content:Checker's new book, Assessing the Nation's Report Card: Challenges and Choices for NAEP.The study that Amber reviewed on the Research Minute: Simon Burgess, Ellen Greaves, and Richard Murphy, “Deregulating Teacher Labor Markets,” Economics of Education Review (March 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.
In public schools across the country, “circle conversations“—where teachers ask personal questions of their students—is just the latest example of American classrooms focusing on everything but academic instruction. Should American teachers remain purely educators or evolve into something akin to therapists? In this episode, Naomi and Ian are joined by https://fordhaminstitute.org/about/fordham-staff/daniel-buck (Daniel Buck), a Senior Visiting Fellow at the Fordham Institute, teacher, and author of an upcoming book on the philosophy of education. Daniel explains how teacher training now focuses on restorative justice ostensibly as a way to create more “safe spaces” for students. Instead, these practices have led to an uptick in bullying, classroom disruption, and more time in suspension, as well as less time devoted to reading and doing math. Daniel is encouraged by the recent surge in local activism among parents who want schools to prioritize teaching. But he worries that some critics may overplay their hand by accusing teachers of “grooming.” Resources: • https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnypost.com%2F2022%2F04%2F15%2Fcommunity-circle-classroom-fad-likely-to-do-more-harm-than-good%2F&data=05%7C01%7Cmfrazi29%40jhu.edu%7C02845d544d9e4dc6a52108da29f72c96%7C9fa4f438b1e6473b803f86f8aedf0dec%7C0%7C0%7C637868438819914232%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rkcnVFttqP1qXPp4AOprgj4%2F5%2FO8lXDFEKh%2FNrNrJHU%3D&reserved=0 (‘Community Circle' Classroom Fad is Likely to Do More Harm Than Good) | Daniel Buck | New York Post • https://fordhaminstitute.org/national/commentary/defense-suspensions (In Defense of Suspensions) | Daniel Buck | Fordham Institute • https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Ffordhaminstitute.org%2Fnational%2Fcommentary%2Fnot-everyones-board-turning-schooling-therapy&data=05%7C01%7Cmfrazi29%40jhu.edu%7C02845d544d9e4dc6a52108da29f72c96%7C9fa4f438b1e6473b803f86f8aedf0dec%7C0%7C0%7C637868438820070470%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=y2%2Bk3VNCyfYOaztFt7SuKLTWnCBOTLzCiMDcRtQGUDc%3D&reserved=0 (Not Everyone's on Board with Turning Schooling into Therapy) | Robert Pondiscio | Fordham Institute • https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Ffordhaminstitute.org%2Fnational%2Fcommentary%2Fpedagogy-depressed&data=05%7C01%7Cmfrazi29%40jhu.edu%7C02845d544d9e4dc6a52108da29f72c96%7C9fa4f438b1e6473b803f86f8aedf0dec%7C0%7C0%7C637868438820070470%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=UdJhVEGDUcnPh7Zj0vEiu82Eu0fal6nW%2Fc7ZI%2B3QsX0%3D&reserved=0 (The Pedagogy of the Depressed) | Robert Pondiscio | Fordham Institute
Michael Petrilli is the president of the Thomas B. Fordham Institute. Fordham's significant new report, America's Best and Worst Metro Areas for School Quality
Thank you so much for listening to the Bob Harden Show, celebrating over ten years broadcasting weekdays – providing you news and commentary rooted in the principles of individual liberty, personal responsibility, limited government and the rule of law. On Friday's show, we visit with William Yeatman, Research Fellow with the Cato Institute, about the year-end crunch for government funding, the debt ceiling, and negotiations on the “Build Back Better” welfare legislation pending in the Senate. We discuss what we've learned about the Omnicron variant and public scepticism about the implementation of more draconian measures with Michael Cannon, Director of Health Policy Studies at the Cato Institute. We visit with Associate Director of Research at the Thomas B. Fordham Institute, Adam Tyner, about their study on the best and worst metro areas for school quality in America. We also visit with Dr. Jonathan Ellen about the problem of “mission creep” in public health agencies. Please join us for Monday's show. We have terrific guests including the Founder and Publisher of HistoryCentral.com, Marc Schulman, President Emeritus of the Foundation for Economic Education, Larry Reed, and former Barron's Washington Bureau Chief, Jim McTague. Please join us live at 7 a.m. on bobharden.com, or access the show anytime on podcast platforms (iTunes, TuneIn, Spotify, and Stitcher, Vurbl, and ChoiceSocial).
On Thursday's Connecticut Today" with Paul Pacelli, Paul spoke with Adam Tyner from the Fordham Institute on how the nation's best local school systems are doing (0:29). AUSA Chief Business Development Officer Leah Bailey and Quinnipiac University Prof. Patrice Luoma discussed the future of the recreational marijuana market for young entrepreneurs (12:15). Image Credit: Getty Images
Thank you so much for listening to the Bob Harden Show, celebrating over ten years broadcasting weekdays – providing you news and commentary rooted in the principles of individual liberty, personal responsibility, limited government and the rule of law. On Thursday's show, we visit with Keith Flaugh, Co-Founder of the Florida Citizens Alliance, about their mission to improve public education in Florida and this evening's terrific event featuring Ret General Jerry Boykin. We visit with the President of American Commitment, Phil Kerpen, about the harm created by drug price controls. We visit with Seton Motley, the Founder and President of Less Government about our cultural stagnation and the growing public attraction to gambling. We also visit with the former mayor of Naples, Bill Barnett. We have terrific guests scheduled for Friday's show including William Yeatman, Research Fellow at the Cato Institute, the Director of Health Studies at the Cato Institute, Michael Cannon, Adam Tyner from the Thomas B. Fordham Institute, and Dave Bego, business owner and author of “The Devil at Our Doorstep.” Please join us live at 7 a.m. on bobharden.com Bob Harden Show News and Commentary You Can Use! bobharden.com , or access the show anytime on podcast platforms (iTunes, TuneIn, Spotify, and Stitcher, Vurbl, and ChoiceSocial).
The president of the Thomas B. Fordham Institute, Mike Petrilli, joins Paul E. Peterson to discuss the results of the 2021 Virginia Governor race, and what the election of Glenn Youngkin could signal for school choice moving forward.
If you've been in the education field for some time, you've probably heard people championing the need for social and emotional learning in schools. And once the pandemic hit, the cries for more SEL—not just for your students, for you and your staff as well—became even louder.But not everyone sees the value in greater social-emotional supports. Many educators were surprised when some conservatives began speaking out against SEL in schools, connecting it with critical race theory and Marxism. Now, school boards and district leaders are dealing with yet another ideological uproar.In this episode, we chat with Adam Tyner, Associate Director of Research for the Thomas B. Fordham Institute, about his recent report, How to Sell SEL: Parents and the Politics of Social-Emotional Learning, in which he explores the connection between political party affiliation and support for SEL.Adam Tyner (@redandexpert)Thomas B Fordham Institute (@educationgadfly)Subscribe to SchoolCEO at SchoolCEO.com for more advice, stories, and strategies for leading your schools. And if you have a story you'd like to share, email us at editor@schoolceo.com.
Wednesday, October 20, 2021 Hoover Institution, Stanford University One of the earliest casualties of the COVID-related school closures was school accountability for academic results, and many education leaders want it to stay that way. How do we assure families, students and communities that their schools are fully serving their role? What options are possible and which are politically infeasible? The Hoover Education Success Initiative (HESI) hosts Has school accountability outlived its shelf life? on Wednesday, October 20, 2021 at 1PM PT. FEATURED PANELISTS Michael Kirst, Stanford University, Panelist: Dr. Kirst is Professor Emeritus of Education and Business Administration (by courtesy) at Stanford. He is the longest-serving President of California's State Board of Education, having served four terms from 1975 to 1982 and again from 2011 to 2019. Checker Finn, Hoover Education Success Initiative (HESI), Panelist: Dr. Finn is a Senior Fellow at the Hoover Institution and member of HESI's Steering Committee. He is President Emeritus of the Thomas B. Fordham Institute, and served as a member of the Maryland State Board of Education. Secretary James Peyser, State of Massachusetts, Panelist: Secretary Peyser directs the Executive Office of Education in Massachusetts, which oversees early childhood education, K-12, and higher education. He is Governor Charlie Baker's most senior education advisor. He chaired the MA Board of Education from 1999 to 2006. MODERATED BY Melanie Barton, Office of Governor McMaster, Moderator: Melanie Barton is senior educator advisor to the Governor of South Carolina. Previously, she served as Executive Director of the South Carolina Education Oversight Committee, an independent nonpartisan committee comprised of education, civic, and business leaders. The Hoover Education Success Initiative (HESI) focuses on providing state leaders with sound research-based recommendations to improve education in America.
1. https://www.youtube.com/watch?v=PPs9WI9x4yw (Larry Elder Promotes School Choice In California Recall Election Rally) 2. https://larryelder.com/column/where-do-public-school-teachers-send-own-kids/ (Where Do Public School Teachers Send Own Kids?) 3. https://files.eric.ed.gov/fulltext/ED485524.pdf (Where Do Public School Teachers Send Their Kids to School? - Fordham Institute 2004) 4. https://calmatters.org/education/2017/05/data-exclusive-75-of-black-california-boys-dont-meet-reading-standards/ (Data Exclusive: 75 percent of black California boys don't meet state reading standards) 5. https://www.usnews.com/education/best-high-schools/california/districts/los-angeles-unified-school-district/crenshaw-sci-tech-engr-math-and-med-magnet-2524 (US News and World Report ranking for Crenshaw High) 6. https://www.kqed.org/news/11701044/how-proposition-13-transformed-neighborhood-public-schools-throughout-california (How Proposition 13 Transformed Neighborhood Public Schools Throughout California) 7. https://www.youtube.com/watch?v=-8SUq5RyPFE ("Larry Elder believes he can break California's 'stranglehold' on students") 8. https://speakupparents.org/impact-of-racial-bias-on-black-students-in-lausd (Impact of Racial Bias on Black Students in LAUSD) 9. https://www.latimes.com/california/story/2021-06-08/black-parents-see-less-bullying-racism-with-online-learning (Some Black parents see less bullying, racism with online learning and are keeping kids home - LA Times) 10. https://www.nytimes.com/2019/05/02/learning/lesson-plans/still-separate-still-unequal-teaching-about-school-segregation-and-educational-inequality.html (Still Separate, Still Unequal: Teaching about School Segregation and Educational Inequality) 11. https://www.latimes.com/opinion/story/2021-07-14/larry-elder-candidate-newsom-recall-election (Column: How recall candidate Larry Elder mentored Trumpism's top acolytes) 12. https://www.latimes.com/california/story/2020-06-08/defund-school-police-utla-blm (Eliminate school police, L.A. teachers union leaders say)
Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast for episode #155 with Adam Tyner from the Thomas Fordham Institute[i] (an organization that promotes educational excellence for every child in America via quality research, analysis, and commentary) on his newly released report How to Sell SEL: Parents and the Politics of Social and Emotional Learning. Watch this interview on YouTube here https://youtu.be/BWe04ByXOpk Access the Online Report here https://sel.fordhaminstitute.org/ Access past episodes here https://www.achieveit360.com/episodes/ On this episode, you will learn: The TOP 5 Findings from Adam Tyner's NEW REPORT "Parents and the Politics of Social-Emotional Learning" I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of our listeners, have been fascinated with learning and understanding the science behind high performance strategies in our schools, sports, and workplace environments with ideas that we can all use, understand and implement immediately. We do this by covering the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace). Our podcast provides tools, resources and ideas for parents, teachers, and employees to improve well-being, achievement and productivity using simple neuroscience as it relates to our cognitive (the skills our brain uses to think, read, remember, pay attention), social and interpersonal relationships (with ourselves and others) and emotional learning (where we recognize and manage our emotions, demonstrate empathy and cope with frustration and stress). This past week, as I was researching and learning new ideas for upcoming episodes, I saw a notification come through my phone from Twitter that caught my attention. It was from Victoria McDougald, from the Fordham Institute in Washington DC and she let me know that they were about to release a new report that explores how parents view SEL and how they want it taught in schools. We have all seen how the mental-health challenges imposed by the Covid-19 pandemic have made it more urgent to better support students' social and emotional learning needs while also advancing their academic learning, so I put down what I was doing and wrote her back immediately. This topic is urgent, timely and important. Every day I see emails about trainings in our schools to support our students SEL needs and the challenges we have all faced are not going away, they are changing and persisting in a way I don't think any of us imagined. The challenge that I have seen from the very beginning of watching SEL being implemented in schools across the US (starting in 2014 with just 8 States to our present day where all 50 States have some sort of SEL implementation plan) is that educators saw the importance of SEL, but didn't know where to begin, they weren't sure which program to use, how to integrate the SEL competencies into the curriculum. Following many of the early SEL webinars, I noticed this was a common theme. This is why we launched The Neuroscience Meets Social and Emotional Learning Podcast in June 2019 to gather ideas, strategies and best practices for those interested in learning more about this topic, with easy-to-understand implementation strategies and ideas for our schools and workplaces. The topics we cover on this podcast were going to be an Introduction to SEL Course with a well-known educational publisher, but when this direction changed, I decided to put this content out into the world, for free, to help support educators and those in the workplace. I had no idea that this podcast would gain a global following, going into 153 countries and approaching 100,000 downloads (over 8K downloads/month) as we noticed that educators and those in the workplace were looking for new ways to sharpen their saw—with these skills that are not new, but are newly important. If this is how educators were feeling as these skills were being implemented into our schools, or employees in their workplaces, I wondered what parents would be thinking and feeling? Does the everyday modern parent know what social and emotional skills are? Since launching the podcast, I have had constant feedback from people around the world how these topics are helping people, whether it's from Superintendents in our schools running their District, Principals running their school sites, teachers running their classrooms, or parents looking to find new ideas to inspire themselves at work, or with their own children. As you can see from the topics we cover, these skills (that we have tied the most current brain research) are not just about teaching our next generation to be responsible citizens, or to be respectful. There are 6 competencies that we focus on, based on the research from Casel.org[ii] and implementing these competencies is an important task not only for our students, but also for our teachers. I saw this emerge as a clear hot topic with my interview with Chey and Pav on their Staffroom Podcast[iii] (they are 2 phenomenal educators from Toronto who cover educational topics to improve our next generation of teachers/students) and it became clear that teachers can see the importance of modeling these skills in our classrooms of the future, integrating them into core subject areas, but what do parents think? That's what we will explore on today's episode. I looked closer at Victoria's message to me on Twitter, and she reminded me that “as we enter another pandemic year, the results of this first-of-its kind survey will help educators, policymakers and philanthropists gain stronger parental support and better help students navigate this exceptionally challenging time” and my response to her was “how soon can we speak?” The report, written Adam Tyner, and the Foreword and Executive Summary by Amber Northern and Michael J. Petrill shows 5 key findings that we will dive deep into with our questions starting with the premise that “America's hard nosed focus on academic achievement in recent decades has not improved schools nearly enough” (page 1 How to Sell SEL” and that the Common Core wars taught us that “mishandling communication about education reforms can derail good intentions.” (page 1 How to Sell SEL) so the Fordham Institute partnered with YouGov, a global public-opinion firm to develop a nationally representative survey of 2,000 parents “to gain greater clarity on what parents of K-12 students think about SEL, how they understand it, whether they see it as more help or hindrance, and whether they have concerns about its implementation.” (page 1, How to Sell SEL) **** Since there is a political angle to the report, I wanted to mention that I am a new US Citizen (September 2018) and have only voted once (born in Great Britain, grew up in Toronto, Canada, and moved to AZ, USA a few months before 9/11/01—with a vision to make an impact with education after the Columbine Tragedy—with SEL skills as my motivator). I'm really interested to dive deep with the report author, data analyst and project manager, Adam Tyner, on the results and findings, to see if we can bring more clarity for educators and parents on the future of SEL in our schools, and demystify these “social and emotional skills” that I have dedicated my life's work towards, with the hopes that some change occurs in our schools, and communities of the future. Welcome Adam Tyner, thank you for meeting with me so quickly after the release of this report. I'm sure you can see that I recognize how timely and important this topic is. Before we get to the questions, and the top findings of your report, I have to ask you “How was your honeymoon?” as I know you've just returned! Congratulations on this new milestone in your life. Life isn't all about work, or we would all burn out fast, so I think it's important to recognize and celebrate this time. Adam, let's dive into your “How to Sell SEL” Report. I wanted to go through each of the 5 key findings of the report and discuss each one to perhaps bring more clarity around each of the areas you have uncovered as important for parents of K-12 students. How does that sound? Q1: For Finding #1: There is broad support among parents teaching SEL-related skills in schools, although the term “social and emotional learning” is relatively unpopular. (Page 1) I looked at figure-1 and see the SEL skills that were measured in the survey, and my first thought was. Are parents clear what social and emotional skills REALLY mean? I looked at the survey questions and the term social and emotional learning was defined as “The process of developing self-awareness, self-control, interpersonal skills, responsible or ethical decision-making and civic awareness.” (page 34) I mentioned in the backstory that SEL is not just about teaching our next generation how to hold open doors for each other, or to be responsible citizens. These are character traits that I agree need to be taught (and I saw one character trait being measured)—prepare students to be an active and informed citizen. When conducting this survey, I think there were still some grey areas that could use some clarity for parents to grasp the importance of these skills, that Casel.org has proven with their research[iv] to provide an 11-percentile point gain for students who learn and implement these SEL skills. With this first finding, I wanted to break down the skills that you measured so that parents, educators, and policymakers can see which skills are social and interpersonal, which ones are emotional and the skills that are cognitive. This way, it takes the emphasis off the term “social and emotional skills” that people might have their own cognitive bias with--and look at these skills broken down into these 3 categories, so that we can then see which categories parents place more value on. To break these skills into 3 clear categories, I've used a report developed by Hank Resnik for The Aspen Institute called Integrating Social, Emotional and Academic Development: [v] where he brings clarity to the term “social and emotional learning.” From looking at the 3 categories in Hank Resnik's report, it looks like parents in your survey Valued Setting Goals and Working Towards Achieving Them (93%) which is listed as a Cognitive Skill Approaching Challenges in a Positive Way (91%) which I think would fall under Social and Interpersonal Skills. Parents next valued students Believe in Themselves and Their Abilities (91%) which I would put under the Emotional category. Navigate Social Situations (Social-Awareness-Social and Interpersonal) Respond Ethically (Social-Awareness-Social and Interpersonal) Prepare to be an Active, Informed Citizen (Social-Awareness-Social and Interpersonal) Understand, Express and Control Their Emotions (Self-Management-Emotional) Empathize with the Feelings of Others (Social-Awareness-Social and Interpersonal). Question 1: To me, when we break down the competencies into these 3 sections (cognitive, social and interpersonal and emotional) it seems like parents put the most value on setting goals and working towards them, which is a cognitive skill, Social and Interpersonal Skills (Mindset, Social Awareness) next, and emotional skills last (empathize with others/stand up for people of different backgrounds). What do you think about these findings? When we put the competencies into clear categories, what do you think about the fact that parents value setting and achieving goals over standing up for people with different backgrounds and empathizing with the feelings of others? If page 11 of the report noted a quote about the importance of our citizens to empathize with others, why did empathy show up last in the first findings, do you think? Horacio Sanchez, the author of the Poverty Problem--Empathy plays a critical role in reading comprehension. Low empathy, low comprehension. COGNITIVE SKILLS FIRST Setting/Achieving Goals (93%) SOCIAL AND INTERPERSONAL MINDSET SOCIAL-AWARENESS CHARACTER TRAIT of CITIZENSHIP SELF-MANAGEMENT-Understand and Manage Emotions (82%) SOCIAL-AWARENESS-Empathize with the Feelings of Others (81%) Figure 2: Integrating Social, Emotional and Academic Development (page 3) Social and Interpersonal Skills like: How to navigate social situations Resolving conflicts Showing respect towards others Emotional Skills like: Recognizing and managing one's emotions Empathy: the ability to understand the emotions and perspectives of others The ability to cope with frustration, disappointments and stress Finally, there's Academic or Cognitive Skills, the core skills our brain uses to think, read, remember, reason and pay attention. Skills like: Focus Setting goals Planning and organizing Perseverance Problem solving I have followed Stephanie Jones from Harvard[vi] over the years and her work on SEL Frameworks defines the domains with the three we mentioned (cognitive, social and emotional) in addition to values, perspectives and identity which I think are important to note as well. Do you think that values that include character skills, virtues and habits were clear where they fit into the realm of social and emotional learning instruction for parents? I think Values and Character are separate from SEL skills, and Identity/Mindset/Self-efficacy is important, just like your survey shows with the next findings. Q2: For findings #2: Democratic parents favor schools allocating additional resources to SEL more than Republican parents do. Students should be given honest feedback for them to learn from mistakes/grown (which both parties agree on). When I see the discrepancy with students' SEL needs must be met for them to reach their academic potential (89% for D and 75% for R) it makes me think that R are unclear of what exactly these SEL skills are. If they knew about how CASEL's research shows that students who studied these SEL competencies show an 11-percentile academic gain, wouldn't they all agree that students' SEL needs must be met for them to reach their full potential? Q3: Across the political spectrum, parents regard families as the most important entities for cultivating SEL yet there are partisan differences regarding how and where to emphasize SEL instruction. Q3: I wasn't surprised that the term “Social and Emotional Learning” is less popular than life skills, because going back to our question #1, I don't think there is clarity around what these skills are. Every single SEL webinar I attended began with someone giving a framework or clear definition of these skills so that educators began to see them in terms of SEL competencies. Stephanie Jones from Harvard's Easel Lab[vii] and her work on SEL Frameworks clearly defines the domains with the three we mentioned (cognitive, social and emotional) in addition to values, perspectives and identity which I think are important to note as well. For those who answered the survey and have their own assumption of what these skills are, will choose a term that fits what they think they are, and the problem I see, is that the survey leaves out the research behind these important skills. If we go back to Hank Resnik's report from the Aspen Institute, life skills correlate closer to cognitive skills, but they leave out the skills that I've uncovered in this podcast that 58% of Employers Say Students Aren't Learning in College.[viii] with communication being one of them, which is a social and interpersonal skill. Adam, do you think that if Social and Emotional Learning was better defined with your survey, that all 2,000 respondents saw them divided how Hank divided them, with the research attached, and the survey that follows the importance of these skills in the workplace, that the label or term “Social and Emotional Learning” would have a wider acceptance? Q4: Republicans are somewhat more wary than Democrats that SEL might divert schools away from academics or conflict with their own values. This has been something I have heard for years, from students, teachers, parents, and from our publishers who wonder how important these SEL competencies are. Do these skills really make an impact on our next generation of students? Casel.org's research says it does. I dive deep into the 5 SEL Competencies and why they are so important on a recent podcast episode #152[ix] with an expert in psychology and cognitive neuroscience, Dr. Howard Rankin, since the research is clear and shows us that students with strong SEL health “demonstrate self-control, communicate well, problem solve, are empathetic, respectful, grateful, gritty and optimistic.”[x] “Success in life, and in college and career specifically, relies on student's cognitive, social, and emotional development. (Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams[xi]) page 4 “Research shows that teaching these skills result in immediate and long-term improvement in academic achievements and are a better predictor of success than academic ability alone.” (Perspectives of Youth on High School and SEL Webinar, Dec. 11/18).[xii] Were the parents surveyed aware of the research behind SEL impacting academic achievement? What do think of these findings? Saying they are important and instilling them in your own children are 2 completely different things. Have they ever tried teaching these skills to their own children? I ask this because I've been aware of these skills since I saw them impacting a group of teens in the late 1990s, so of course, when my kids were old enough, I had them setting goals until they hit a certain age, and they started rolling their eyes at me when I would say “ok, what do you want to accomplish this year?” The yellow chart paper that used to hang up on their bedroom walls have been replaced with gymnastics trophies, and my girls don't listen to me anymore…but they listen to their coaches at the gym. I saw that these skills were taught more effectively outside of the home. I can only reinforce these skills, like I do with healthy eating, but they stopped goal setting with me, and would prefer to do that with their coach at the gym. Q5: Differences by parents' race, class and religion are rarely as pronounced as differences by political affiliation and parents of different races prefer varying SEL related program names (Developing Grit/Emotional Intelligence/Positive Youth Development/Character Education). For thing angle, I consulted with my good friend Horacio Sanchez, the author of The Poverty Problem, since our conversation on the podcast covered race and religion, and when I don't know something, I like to ask others to gain a different perspective and he said to me “When non-political issues are politicized, it often stems from how its being portrayed and being informed” and asked “do you think the political debate concerning SEL is related to the lack of understanding of what it is?” What do you think? DIVING DEEPER INTO WHAT PARENTS THINK AND FEEL ABOUT SEL: Andrea and Adams discuss these comments about the view of parents/SEL. “Confidence is built by doing” Andrea discusses with Adam that these skills can translate cross-curricular (math/confidence) blasting through a math problem, building confidence, but have a discussion about it so that it's not missed that it was perseverance and persistence that helped the student to solve the problem. Parents need to teach and reinforce SEL with their kids. Yes, we all must teach and reinforce these skills. Home/schools/sports. There are many skills I cannot teach my children (even though I have tried) but they learn them through their coaches through sport. It's takes a village. We must know how these skills translate back towards our academics, and think deeper about what improves our mathematical skills. (Dr. Ratey's[xiii] work- Naperville's Trends in International Mathematics and Science Study (TIMSS) where they scored #1 in science and #6 in math, in the world, proving that there was something unique that Naperville had discovered with correlation of exercise and academic achievement). Navigating relationships is important (which is why it's one of Casel's 5 competencies) and being mindful of behavior and consequences (brings us back to neuroscience and the brain with executive functions/thinking). This is why teachers must be trained in trauma-informed practices and understand how the brain works. Horacio Sanchez[xiv] Dr. Bruce Perry (What Happened to You Book) and Dr. Lori Desautels[xv] all teach how the brain impacts learning. Adam, I want to thank you very much for your time today, discussing something that I know we both agree is important to unpack a bit more. What are your final thoughts? For those who want to learn more about the report, what is the best way to access it? https://sel.fordhaminstitute.org/ Thank you! REFERENCES: [i] https://fordhaminstitute.org/tags/washington-dc [ii] https://casel.org/sel-framework/ [iii] Chey and Pav Speak to Andrea Samadi about Social and Emotional Learning in our Schools https://open.spotify.com/episode/0IaXGeegsY2d3Y23WmCgRa?go=1&utm_source=embed_v3&t=0&nd=1 [iv] https://casel.org/research/ [v]Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams by Hank Resnik March 2019 https://www.aspeninstitute.org/wp-content/uploads/2019/03/UPDATED-FINAL-Aspen_Integrating-Report_4_Single.pdf [vi] https://easel.gse.harvard.edu/people/stephanie-m-jones [vii] https://easel.gse.harvard.edu/people/stephanie-m-jones [viii]Employers Say Students Aren't Learning Soft Skills in College by Dana Wilkie October 21, 2019 https://www.shrm.org/resourcesandtools/hr-topics/employee-relations/pages/employers-say-students-arent-learning-soft-skills-in-college.aspx [ix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #152 with Dr. Howard Rankin and Andrea Samadi https://andreasamadi.podbean.com/e/expert-in-psychology-cognitive-neuroscience-and-neurotechnology-howard-rankin-phdinterviews-andrea-samadi/ [x] SEL: The Why and Hows of Implementation in a School District (Edweb) https://home.edweb.net/webinar/sel20190404/ (April 4, 2019) [xi] Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams by Hank Resnik (March 2019) https://education-first.com/wp-content/uploads/2019/03/UPDATED-FINAL-Aspen_Integrating-Report_4_Single.pdf [xii] Report By Civic with Hart Research Associates Jennifer L. DePaoli, Matthew N. Atwell, John M. Bridgeland & Timothy P. Shriver Respected: Perspectives of Youth on High School & Social and Emotional Learning https://casel.org/wp-content/uploads/2018/11/Respected.pdf CASEL WEBINAR https://www.youtube.com/watch?v=Q3Nsr7ELsNQ [xiii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #116 with Dr. John Ratey https://andreasamadi.podbean.com/e/best-selling-author-john-j-ratey-md-on-the-revolutionary-new-science-of-exercise-and-the-brain/ [xiv] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #74 with Horacio Sanchez https://andreasamadi.podbean.com/e/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/ [xv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #56 with Dr. Lori Desautels https://andreasamadi.podbean.com/e/educational-neuroscience-pioneer-dr-lori-desautels-on-her-new-book-about-connections-over-compliance-rewiring-our-perceptions-of-discipline/
Why do so many Americans seem to have no concept of either of the two words, "civic duty?" Amber Northern, director of research for the Thomas B. Fordham Institute says this may be a result of too many states with no, or poorly thought-out standards for teaching US History and Civics in their public schools. The Fordham Institute has been evaluating standards for teaching U S History for a couple of generations. What's being taught in today's classrooms, their study says, is "a national crisis."
The Current Survival Rate for COVID is _______. Today: As cases rise and vaccine rates slow, John suggests one number the media should not ignore. Then, Jeffery McCall, Professor of Communications at DePauw University talks about “misinformation” and the federal government teaming up with social media platforms to define what it is. Finally, Amber Northern, VP of Research for the Thomas B. Fordham Institute surveys the state of civics instruction in USA K-12 schools. See omnystudio.com/listener for privacy information.
Sergio Sanchez breaks down the latest from Cuba. Navy Veteran Joe Collins joins us to discuss running to take Maxine Waters' Congressional seat. Heritage Action's Noah Weinrich joins us to discuss Texas' voting rights bills. Peter Doocy presses Jen Psaki on her government censorship threats. Erika Sanzi from Fordham Institute joins us to discuss DefendingEd.orgPlease visit our great sponsors:Patriot Mobilehttps://PatriotMobile.com/DanaPut your trust in Patriot Mobile. Now get 50% off the first 2 months OR $100 off any phone in stock with a 1-year commitment, as well as free premier activation with promo code Dana. Patriotmobile.com/dana or call 972-PATRIOT. Kel-Techttps://KelTecWeapons.comKelTec: Creating Innovative, Quality Firearms to help secure your world. Delta Rescuehttps://deltarescue.orgGet your complete Estate Planning kit at deltarescue.org/dana today and let your passion for animals live well into the future. Superbeetshttps://DanasBeets.comBuy 2 bags of SuperBeets Heart Chews and get a bag of Vitamin D3 Chews AND a free bag of SuperBeets Heart Chews. Ladders, Inchttps://theladders.com/DanaStart using the Ladders' new Apply4Me service today and never fill out another job form again!Tommy John https://tommyjohn.com/danaRight now get 20% off your FIRST ORDER.
Sergio Sanchez breaks down the latest from Cuba. Navy Veteran Joe Collins joins us to discuss running to take Maxine Waters' Congressional seat. Heritage Action's Noah Weinrich joins us to discuss Texas' voting rights bills. Peter Doocy presses Jen Psaki on her government censorship threats. Erika Sanzi from Fordham Institute joins us to discuss DefendingEd.orgPlease visit our great sponsors:Patriot Mobilehttps://PatriotMobile.com/DanaPut your trust in Patriot Mobile. Now get 50% off the first 2 months OR $100 off any phone in stock with a 1-year commitment, as well as free premier activation with promo code Dana. Patriotmobile.com/dana or call 972-PATRIOT. Kel-Techttps://KelTecWeapons.comKelTec: Creating Innovative, Quality Firearms to help secure your world. Delta Rescuehttps://deltarescue.orgGet your complete Estate Planning kit at deltarescue.org/dana today and let your passion for animals live well into the future. Superbeetshttps://DanasBeets.comBuy 2 bags of SuperBeets Heart Chews and get a bag of Vitamin D3 Chews AND a free bag of SuperBeets Heart Chews. Ladders, Inchttps://theladders.com/DanaStart using the Ladders' new Apply4Me service today and never fill out another job form again!Tommy John https://tommyjohn.com/danaRight now get 20% off your FIRST ORDER.
On "Connecticut Today" with Paul Pacelli, Paul spoke with University of New Haven Criminal Justice Prof. Mike Lawlor on the push to improve the state's juvenile justice system in the wake of a hit-and-run death in New Britain involving a juvenile with multiple arrests. (0:55). Next, Paul welcomed David Griffith, senior research and policy associate at the Thomas B. Fordham Institute, to chat about Connecticut's poor performance in a new study looking at the state of standards for civics and U.S. history across the country in 2021 (12:59). Finally, Stratford State Senate Republican Leader Kevin Kelly came on to talk about comments made by Democrats after a rally held at the Capitol to protest the extension of Governor Ned Lamont's Covid-19 emergency powers (27:03). Image Credit: Getty Images
How did the progressive rejection of our Founding Fathers' political principles help lead so many Americans today to reject our core ideals? I'll talk it over with Dr. Ronald Pestritto, author of the book, "America Transformed: The Rise and Legacy of American Progressivism." Plus: David Griffith from the Thomas B. Fordham Institute unveils new data on how well our public schools are teaching civics and U.S. history. Join us for Friday's JANET MEFFERD TODAY.
Monday, June 28, 2021 Hoover Institution, Stanford University The Hoover Institution Press presents a discussion of the recent publication Unshackled: Freeing America's K–12 Education System with authors Clint Bolick and Kate J. Hardiman, joined by Hoover Senior Fellow Chester E. Finn, Jr., on Monday, June 28, 2021 at 1:00 pm PT | 4:00 pm ET. Unshackled explores how to leverage decentralization, school choice, and technology to further freedom and flexibility in education—issues that are more pressing than ever in the wake of the COVID-19 pandemic. In this conversation, Bolick, Hardiman, and Finn discuss proposals to bring K–12 education into the 21st century. PARTICIPANT BIOS Clint Bolick is a justice on the Arizona Supreme Court and research fellow at the Hoover Institution. He is a lifelong champion of educational opportunity. Kate J. Hardiman is a legal fellow, law student, and former teacher who has experienced how school choice changes lives. She hopes to follow in the footsteps of her coauthor and mentor by litigating for educational change. Chester E. Finn, Jr., is a senior fellow at the Hoover Institution and a distinguished senior fellow and president emeritus at the Thomas B. Fordham Institute. He previously served as assistant secretary for research and improvement, and counselor to the cabinet secretary at the US Department of Education; and as legislative director for Senator Daniel P. Moynihan.
Thank you so much for listening to the Bob Harden Show, celebrating over nine years broadcasting weekdays on the internet – providing you news and commentary based on the principles of individual liberty, personal responsibility, limited government and the rule of law. On Monday's show, we discuss the “Delta Variant” of COVID, the recent U.S airstrike in Syria, the results of the French regional elections, and the reasons for the growing tension between Israel and Poland with the Founder and Publisher of HistoryCentral.com, Marc Schulman. We discuss “The State of State Standards for Civics and U.S History for 2021” with Amber Northern from the Thomas B. Fordham Institute. We also discuss the re-emergence of Donald Trump and the impact of the Biden administration. We have great guests lined up for Tuesday's show including our State Senator Kathleen Passidomo, the author of “Greetings from Paradise” (and my wife) Linda Harden, entertaining local guest commentator Boo Mortenson, and the founder and President of Less Government, Seton Motley. Please join us for Monday's show. We have terrific guests including the Founder and Publisher of HistoryCentral.com, Marc Schulman, author and former Barron's Washington Bureau Chief, Jim McTague, and Amber Northern from the Thomas B. Fordham Institute. Please join us live at 7 a.m. on this website, or you can access the show anytime on podcast platforms (iTunes, TuneIn, Spotify, and Stitcher, ChoiceSocial and Vurbl).
Thank you so much for listening to the Bob Harden Show, celebrating over nine years broadcasting weekdays on the internet – providing you news and commentary based on the principles of individual liberty, personal responsibility, limited government and the rule of law. On Friday's show, we visit with William Yeatman, Research Fellow with the Cato Institute, about the continuing negotiations on the “infrastructure” bill, and we discuss Biden's threat to use “reconciliation” to pass his $multi-trillion “human infrastructure” package. We visit with the Director of Health Studies at the Cato Institute, Michael Cannon, about the risks of vaccinating young people for COVID. We visit with renowned American political scientist. Charles Murray, about his new book, “Facing Reality.” We also visit with Dave Bego, Founder and CEO of Executive Management Services author of “The Devil at Our Doorstep” about union activity under the Biden administration. Please join us for Monday's show. We have terrific guests including the Founder and Publisher of HistoryCentral.com, Marc Schulman, author and former Barron's Washington Bureau Chief, Jim McTague, and Amber Northern from the Thomas B. Fordham Institute. Please join us live at 7 a.m. on this website, or you can access the show anytime on podcast platforms (iTunes, TuneIn, Spotify, and Stitcher, ChoiceSocial and Vurbl).
The dudes discuss Samantha Hedges' new piece in Discourse Magazine: Social Justice Is Now the Fourth Purpose of Public Schools and All Four Are in Conflict: https://www.discoursemagazine.com/culture-and-society/2021/04/21/social-justice-is-now-the-fourth-purpose-of-public-schools-and-all-four-are-in-conflict/ We also interview Robert Pondiscio (@rpondiscio), senior fellow and vice president for external affairs at the Thomas B. Fordham Institute about his new piece in EducationNext: https://www.educationnext.org/can-teaching-be-improved-by-law-twenty-states-measures-reading/
Michael Brickman is a national policy leader and principal at Sheer Partners. The Washington D.C-based advisory focuses on guidance at the intersection of education and careers. Previously, he served as a senior advisor for the U.S Department of Education, and was National policy director of the Thomas B. Fordham Institute. In this conversation, Michael explains how his experience in higher education spurred him on to improving the institution for the next generation, and his hopes to make it more of an enjoyable journey; describes ongoing disparities in student attainment and the impact this is set to have on employers being unable to meet their quotas; and shares how important it is for the purpose and goals of institutions to be aligned with the pursuits of the students that are attending them.
The global pandemic made standardized testing impractical for much of 2020. Before we get used to life without high-stakes exams--as lovely as that might sound--let’s consider what we lose when we abandon objective academic assessments. Amy and Mike invited author and researcher Mike Petrilli to explicate the heightened need for testing in 2021. What are five things you will learn in this episode? What makes testing controversial? Why is 2021 different from other years? What is the value of standardized test scores in educational systems? Have standards changed during the pandemic period? In what ways are tests agents of equity and access? MEET OUR GUEST Mike Petrilli is president of the Thomas B. Fordham Institute, research fellow at Stanford University’s Hoover Institution, executive editor of Education Next, and a Distinguished Senior Fellow for Education Commission of the States. An award-winning writer, he is the author of The Diverse Schools Dilemma, editor of Education for Upward Mobility, and co-editor of How to Educate an American. Mike has published opinion pieces in the New York Times, Washington Post, Wall Street Journal, Bloomberg View, and Slate, and appears frequently on television and radio. Petrilli helped to create the U.S. Department of Education’s Office of Innovation and Improvement, the Policy Innovators in Education Network, and, long, long ago, Young Education Professionals. He serves on the advisory boards of the Association of American Educators, MDRC, and the National Association of Charter School Authorizers. He lives with his family in Bethesda, Maryland. Find Mike at https://fordhaminstitute.org/ or @MichaelPetrilli. LINKS Without tests in 2021, we’ll never know which schools met the Covid-19 challenge RELATED EPISODES WHY GRADE INFLATION IS HARMFUL WHY TESTING STANDARDS MATTER DON’T SHOOT THE MESSENGER: WHAT TESTING TELLS US ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.
What are schools really teaching our kids? Are they educating them on information that is actually relevant to our world right now? Most of our schools just aren’t teaching our kids things like how to vote and make wise decisions about policies. Those topics usually aren’t even brought up. That’s why I am so excited to talk with Ashley Berner this week. Ashley is the Director of the John Hopkins Institute for Education Policy. In this position, she helps make the connection between what happens in schools to how prepared students are to be active citizens of a democratic society. In this episode, we are discussing the role parents have in preparing our kids for that kind of conscious citizenship. Tune in to hear some amazing insights from Ashley. Show Highlights: How Ashley defines civics. The 4 adult capacities of an informed citizen. The benefits of watching political speeches and debates with our children and critiquing what we see. Why we should explain our own views and opposing views to our children. How to get your kids engaged in civics if you’re not a political family. The power of explaining the rationale behind our perspectives. Practical things we can do to give our kids a civics education. The importance of engaging in and talking about the suffering in the world with your kids. How to raise your kids to discern between facts and conspiracy theories. Links (affiliates included): Some resources for parents: “Parent Resource: Civics at Home.” Baltimore, MD: Johns Hopkins Institute for Education Policy, April 22, 2020. “In a Polarized America, What Can We Do about Civil Disagreement?” Brookings (blog), April 10, 2020. “Partisanship and American Education.” Flypaper at the Thomas B. Fordham Institute(blog), October 15, 2020. “An Informed Citizenry.” Johns Hopkins University: The Hub(blog), October 30, 2020. Parenting Forward Conference Sessions - https://www.parentingforwardconference.com/2020-sessions Join us at the Parenting Forward Patreon Team - https://www.patreon.com/cindywangbrandt Parenting Forward, the Book - https://amzn.to/3g0LJPn *** EPISODE CREDITS: If you like this podcast and are thinking of creating your own, consider talking to my producer, Danny Ozment. He helps thought leaders, influencers, executives, HR professionals, recruiters, lawyers, realtors, bloggers, coaches, and authors create, launch, and produce podcasts that grow their business and impact the world. Find out more at https://emeraldcitypro.com
The President of the Thomas B. Fordham Institute, Mike Petrilli, joins Education Next editor-in-chief Marty West to discuss how education may remain changed since the Covid-19 pandemic, when teachers might return to schools full time, and why cameras in the classroom may be here to stay. Petrilli's article, "A Post-Covid Case for Classroom Cameras," is available now. https://www.educationnext.org/post-covid-case-classroom-cameras-pandemic-ends-keep-teachers-cameras-on/
Over the past several decades, a considerable body of research has looked at whether charter schools benefit students who choose to enroll in them. More recently, researchers have turned their attention to a related question: Is the expansion of the charter school sector harming students who remain in traditional public schools? On this episode of The Report Card, https://www.aei.org/profile/nathaniel-n-malkus/ (Nat Malkus) asks two experts to weigh in: https://www.njpp.org/author/mark-weber/#:~:text=Mark%20Weber%2C%20Ph.,University%20in%20public%20school%20finance. (Mark Weber), a special analyst at the New Jersey Policy Perspective and a public school music teacher, and https://www.bu.edu/wheelock/profile/marcus-a-winters/ (Marcus Winters), an associate professor at Boston University and a senior fellow at the Manhattan Institute. https://fordhaminstitute.org/national/research/robbers-or-victims-charter-schools-and-district-finances (Read Mark Weber's recent Fordham Institute report), "Robbers or Victims? Charter Schools and District Finances" https://www.manhattan-institute.org/expert/marcus-winters (Read Marcus Winter's recent Manhatten Institute report), "Do Charter Schools Harm Traditional Public Schools? Years of Test-Score Data Suggest They Don’t"
In this hour, Erika Sanzi, Senior Visiting Fellow at the Fordham Institute, joins Grace to discuss teachers unions, school reopenings, and parent shaming. Also in this hour, Grace talks about House dems hearing called "Fanning the Flames: Disinformation and Extremism in Media," Producer's Picks, and Howie Carr!
The https://www.aei.org/tag/success-sequence/ (success sequence) shows that people who finish high school, work full-time, and marry before having children have a low chance of experiencing poverty. Yet fostering and developing those behaviors is complex and affected by countless external factors. In this episode, host https://www.aei.org/profile/brent-orrell/ (Brent Orrell) joins https://www.brookings.edu/experts/isabel-v-sawhill/ (Isabell Sawhill) of the Brookings Institution and https://www.aei.org/profile/ian-rowe/ (Ian Rowe), a visiting fellow at AEI and Fordham Institute and cohost of AEI's "https://podcasts.apple.com/us/podcast/are-you-kidding-me-family-structure-isnt-everything/id1494384363?i=1000463388736 (Are You Kidding Me?)" podcast. Together, they discuss ways to help young people find and maintain pathways to success as they enter adulthood.
Common Core State Standards; Has obesity in young people really plunged?; Lots of people don't even have $1,000 in savings; Russia state TV anchor talked bad about America; Russia vs America Twitter war
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