If we allow students to move at their own pace, there is no longer a need to label and sort them.
Outcomes-based accountability has come to preschools in the form of Quality Rating and Improvement Systems (QRIS).
However, a range of research also shows that many early childhood programs do not have positive long-term effects.
But rising expectations for performance fail to translate into learning gains
New analysis finds program rankings based on graduates’ value-added scores are largely random
On Thursday, July 26, 2018, the Fordham Institute hosted a panel discussion on changing support for charter schools featuring Charles Barone, Carlos Marquez, Nina Rees, and Mike Petrilli.
A new study investigates whether teaching practices differ in effectiveness depending on the students in the class. It finds that the impact of good classroom management and student-centered instruction vary depending on whether the students in the classroom are of high ability or of mixed ability. Jane Cooley Fruehwirth, Associate Professor in the Department of Economics at the University of North Carolina, sits down with Paul E. Peterson to discuss the study,”Teacher Effectiveness and Classroom Composition,” which she co-authored with Esteban Aucejo, Patrick Coate and Zachary Mozenter.