Thomas B. Fordham Institute
Project Title
For a book project on the past, present, and future of the National Assessment of Educational Progress
Date
Jun. 04, 2020
Duration
27 months
Description
The National Assessment for Educational Progress (NAEP), launched in 1964 as a result of Corporation support for the Exploratory Committee for the Assessment of Progress in Education, is thelargest continuing and nationally representative assessment of what U.S. students know and can do in various subjects. NAEP has become an essential tool for education policymakers, analysts, and practitioners to monitor changes in student achievement over time and to identify where improvement might be made. Yet, for all its importance, few understand NAEP’s workings, its history, its ability to provide timely and actionable data—and the limits on its capacity. Chester Finn, distinguished senior fellow and president emeritus of the Thomas B. Fordham Institute, proposes to write a book NAEP’s past, present and future, including its issues and controversies; challenges and constraints; how it has navigated political, technical and fiscal minefields; and what the future may hold for it.
Website
Project Title
For a study on teachers’ grading practices and student achievement
Date
Jun. 13, 2019
Duration
15 months
Description
In enabling students to achieve mastery of academic content and to acquire the skills required for lifelong success, schools and teachers use grades as markers for student growth and improvement. But while grades intend to provide students and parents with critical information necessary for helping student learning, grading practices vary across classrooms, schools, and districts, making it harder for students and parents to gain an accurate picture of student learning. Founded in 2007, The Thomas B. Fordham Institute (Fordham) is a non-profit organization that conducts research and data analysis on pressing topics in education in order to bring credible evidence and high-quality reporting to critical conversations around education policy and practice. With continued support from the Corporation, Fordham will build on its previous research on the gap between academic success and perceptions of success by evaluating teacher grading practices. After conducting the study, Fordham will recruit teachers to reflect on the findings, initiate dialogue with teachers groups, and disseminate findings from its research in a report usable for policymakers and practitioners.
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Project Title
For support of a national convening to address the information gap
Date
Mar. 08, 2018
Duration
12 months
Description
There is a disconnect among many parents and teachers that millions of American students are off track for success in college or career. This “information gap” is partly because classroom grades signal to parents that students are performing at grade level, while students’ performance on tests such as the SAT, NAEP, and ACT show otherwise. Understanding the nuances that cause the information gap, would enable teachers, administrators, and parents to troubleshoot solutions. The Thomas B. Fordham Institute uses quality research, policy analysis, and commentary, to inform the public with knowledge and ideas that advance educational excellence. With support from the Corporation, Fordham will host a National Convening to address the information gap in the summer of 2018. By bringing together various thought-leaders, such as parent-facing groups like the National PTA, teacher groups like the AFT, and communications experts to participate in a productive conversation and engage with background reports, the convening would construct solutions and in turn support students’ trajectory toward college and career success.
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Project Title
For support of a group of states to leverage Every Student Succeeds Act school improvement funding, to enact meaningful governance reform in low-performing schools
Date
Sep. 08, 2016
Duration
12 months
Description
The new Every Student Succeeds Act (ESSA) allows states to set aside up to 7 percent of their Title I funds for school improvement, providing an opportunity for states to take advantage of the new flexibility of these funds to make bold reforms that advance equity by improving opportunities for the most poorly served students, or, conversely, to continue with existing (often ineffective) strategies for school improvement. The Thomas B. Fordham Institute, an education policy think tank, seeks to build on previous Corporation-funded research on school governance by identifying and empowering a select group of states to utilize these funds to enact meaningful school governance reform, exploring options such as recovery school districts and charter replication. With the support of this grant, Fordham will convene a strategic group of state leaders, provide research and resources on school improvement, and support the development of state plans of action.
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Project Title
For informing policymakers and the public on the many issues with current education governance and to explore school governance alternatives
Date
Sep. 22, 2011
Duration
45 months
Website
Project Title
Toward a project on K-12 standards in science at the state, national and international levels
Date
Sep. 10, 2009
Duration
33 months
Website
Project Title
Toward a conference and publication on the role of liberal arts in K-12 education
Date
Sep. 28, 2006
Duration
15 months
Website
Project Title
Toward an evaluation of current science standards for K-12 education in light of changes in scientific knowledge; and publication of The State of State Science Standards 2005
Date
Jun. 09, 2005
Duration
9 months