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© 2024 The Education Gadfly Show
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For more than 15 years, the Fordham Institute has been hosting a weekly podcast, The Education Gadfly Show. Each week, you’ll get lively, entertaining discussions of recent education news, usually featuring Fordham’s Mike Petrilli and David Griffith. Then the wise Amber Northern will recap a recent research study. For questions or comments on the podcast, contact its producer, Pedro Enamorado, at penamorad@fordhaminstitute.org.
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On this week’s Education Gadfly Show podcast, Robert Pondiscio, a senior fellow at Fordham and the American Enterprise Institute, joins Mike and David to discuss the state of curricular reform. Then, on the Research Minute, Amber examines new data from the Institute of Education Sciences’ Condition of Education Report.Recommended content: “40 years after ‘A nation at risk,’ could curriculum reform finally move the needle on academic improvement?” —Robert Pondiscio, The 74“The ‘case for curriculum’ is about reducing teachers’ workload” —Robert Pondiscio, Fordham InstituteVéronique Irwin et. al., “Report on the Condition of Education 2023,” National Center for Education Statistics (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, Derrell Bradford, the president of 50CAN, joins Mike and David to discuss a new coalition called No More Lines that seeks to end residency requirements for public schools. Then, on the Research Minute, Amber reports on a new study examining whether ESSER funding influenced spending on school personnel.Recommended content: “Coalition Challenges Residency Requirements for Public Schools” —Jo Napolitano, The 74“America’s private public schools” —Michael Petrilli and Janie Scull, Fordham InstituteDan Goldhaber, Grace Falken, and Roddy Theobald, “ESSER funding and school system jobs: Evidence from job posting data,” CALDER (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, Rick Hess, the director of education policy studies at the American Enterprise Institute, joins Mike and David to discuss his new book, Getting Education Right. Then, on the Research Minute, Amber reports on a new study examining how civics educators taught about and framed the 2020 election.Recommended content: "Getting education right: A conservative vision for improving early childhood, K–12, and college” —Frederick Hess and Michael McShane“Four states are leading the charge for conservative education reform” —Frederick Hess and Michael McShane, Fordham InstitutePaul Fitchett, Brett Levy, & Jeremy Stoddard, “How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States,” American Educational Research Association (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, 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, Rebecca Sibilia, the executive director of EdFund, joins Mike and David to debate whether we’ve fixed school funding in America. Then, on the Research Minute, Amber reports on a new study examining the effects of school shootings on survivors’ test scores, attendance, and long-term health.Recommended content: "School finance data 'sucks.' Rebecca Sibilia's new org is offering $ to fix it" —Greg Toppo, The 74“Think Again: Is education funding in America still unequal?” —Adam Tyner, Fordham Institute“The policies promoting school shootings” —Max Eden, Fordham InstituteEdFund WebsitePhillip Levine and Robin McKnight, “The consequences of high-fatality shootings for surviving students,” Journal of Policy Analysis and Management (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, 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.
On this week’s Education Gadfly Show podcast, Chad Aldeman, the founder of Read Not Guess and a columnist for The 74, joins Mike and David to discuss whether the pandemic-era waiving of teacher licensure rules affected student outcomes. Then, on the Research Minute, Adam Tyner reports on a new paper investigating if school choice can meet the conditions necessary for efficient market functioning.Recommended content:“Emergency-hired teachers do just as well as those who go through normal training” —Chad Aldeman, The 74“The pandemic’s lesson on teacher licensure” —Matthew Yglesias, Slow BoringDouglas Harris, “How free market logic fails in schooling—And what it means for the role of government,” Educational Researcher (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, Lindsey Burke, the director of the Center for Education Policy at the Heritage Foundation, joins Mike and David to discuss what a second Trump term could mean for federal education policy. Then, on the Research Minute, Amber reports on a new study investigating the impacts of licensure and certification on CTE teacher retention.Recommended content:“If Trump returns…” —Chester E. Finn, Jr., Fordham Institute“Department of Education” —Lindsey M. Burke, chapter in Mandate for leadership Hannah Kistler, Shaun Dougherty, and S. Colby Woods, “Teacher exit and educational opportunity: Lessons from career and technical education,” Educational Researcher (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, Douglas Lauen, a professor of public policy and sociology at the University of North Carolina at Chapel Hill, joins Mike to discuss residential mobility, academic achievement, and charter schools. Then, on the Research Minute, Amber reviews a study investigating how school facilities funding impacts test scores and housing prices.Recommended content:“New home, same school: Charter schools and residentially-mobile students” —Doug Lauen“The charter-school movement just keeps on keepin’ on” —Jed Wallace, Education NextBarbara Biasi, Julien M. Lafortune, and David Schönholzer, “What works and for whom: Effectiveness and efficiency of school capital investments across the U.S.,” National Bureau of Economic Research (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, 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, Ray Domanico, the director of education policy at the Manhattan institute, joins Mike to discuss whether New York should eliminate the Regents Exams as high school graduation requirements. Then, on the Research Minute, Amber reviews a study investigating the trends in parental school involvement over the past two and a half decades.Recommended content:“Revising graduation requirements could improve academic rigor in New York” —Ray Domanico, Education Next“End-of-course exams and student outcomes” —Adam Tyner and Matthew Larsen“The accountability conundrum” —Chester E. Finn, Jr., Fordham InstituteAriel Kalil, Samantha Steimle, and Rebecca Ryan, “Trends in Parents’ Time Investment at Children’s Schools During a Period of Economic Change,” AERA (April 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, Debbie Veney, a senior vice president at the National Alliance for Public Charter Schools, joins Mike to discuss the growth in the charter sector since 2019. Then, on the Research Minute, Amber reviews a new study investigating the effects of mock instruction and coaching on pre-service teacher performance.Recommended content:“Believing in public education: A demographic and state-level analysis of public charter school and district public school enrollment trends” —Drew Jacobs and Debbie Veney, National Alliance for Public Charter Schools“Which large school districts provide fertile terrain for charter growth?” —Amber M. Northern and Michael J. Petrilli, Thomas B. Fordham Institute Julie Cohen, Anandita Krishnamachari, Vivian C. Wong, and Steffen Erickson, “Experimental Evidence on the Robustness of Coaching Supports in Teacher Education,” Educational Researcher (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, 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, 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 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.
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