
Political leaders hope to act soon to renew and fix the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind). In this important paper, Thomas B. Fordham Institute President Chester E. Finn, Jr. and Executive Vice President Michael J. Petrilli identify 10 big issues that must be resolved in order to get a bill across the finish line, and explore the major options under consideration for each one. Should states be required to adopt academic standards tied to college and career readiness? Should the new law provide greater flexibility to states and districts? These are just a few of the areas discussed. Finn and Petrilli also present their own bold yet "reform realist" solutions for ESEA.
August 1970
Geographic Focus: North America / United States

The Common Core State Standards (CCSS) for English language arts and mathematics represent a sea change in standards-based reform and their implementation is the movement's next -- and greatest -- challenge. Yet, while most states have now set forth implementation plans, these tomes seldom address the crucial matter of cost. Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost? estimates the implementation cost for each of the forty-five states (and the District of Columbia) that have adopted the Common Core State Standards and shows that costs naturally depend on how states approach implementation. Authors Patrick J. Murphy of the University of San Francisco and Elliot Regenstein of EducationCounsel LLC illustrate this with three models:
August 1970
Geographic Focus: North America / United States

Education and Literacy, Employment and Labor
In this "Ed Short" from the Thomas B. Fordham Institute, Amanda Olberg and Michael Podgursky examine how public charter schools handle pensions for their teachers. Some states give these schools the freedom to opt out of the traditional teacher-pension system; when given that option, how many charter schools take it? Olberg and Podgursky examine data from six charter-heavy states and find that charter participation rates in traditional pension systems vary greatly -- from over 90 percent in California to less than one out of every four charters in Florida. As for what happens when schools choose not to participate in state pension plans, the authors find that they most often provide their teachers with defined-contribution plans (401(k) or 403(b)) with employer matches similar to those for private-sector professionals. But some opt-out charters offer no alternative retirement plans for their teachers (18 percent in Florida, 24 percent in Arizona).
August 1970
Geographic Focus: North America-United States

Computers and Technology;Education and Literacy
Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy.
August 1970
Geographic Focus: North America / United States

Describes the foundation's investments in utilizing technology to develop innovative learning models and personalized educational pathways to help low-income and minority high school students graduate ready for college and obtain postsecondary degrees.
August 1970
Geographic Focus: North America / United States

Examines how global or national rankings influence colleges' strategic positioning and planning, staffing and organization, quality assurance, resource allocation and fundraising, and admissions and financial aid in Australia, Canada, Germany, and Japan.
August 1970
Geographic Focus: Asia (Eastern) / Japan;Australia / Australia;North America / Canada;Europe (Western) / Germany

Aging, Education and Literacy, Poverty
Examines 2000-09 demographic and economic trends and highlights five new realities: growth and outward expansion, population diversification, aging, uneven higher educational attainment, and income polarization. Analyzes national and regional challenges.
August 1970
Geographic Focus: North America-United States

Provides an overview of state laws enacted to support school leader initiatives in 2009, addressing issues including the roles, responsibilities, and authority of principals; professional development; assessing effectiveness; and governance structures.
August 1970
Geographic Focus: North America-United States