The Education Gadfly Show

On this week’s Education Gadfly Show podcast, Mike and David discuss what’s really going on with DOGE, including its cuts to IES research grants and the implications for education policy. Then, on the Research Minute, Amber highlights a study on whether the Core Knowledge curriculum helped strengthen kindergarteners’ vocabulary and knowledge. Recommended content: Easy, DOGE. IES matters.Culture war vs. competence: Why conservatives should support Penny SchwinnTrump should stay out of what students learn in schoolImpact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content KnowledgeFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Delia Pompa, Senior Fellow for Education Policy at MPI’s National Center on Immigrant Integration Policy, joins Mike and David to discuss how the potential threat of immigration agents at school doors is affecting students—and what can be done to keep them coming to class. Then, on the Research Minute, Amber examines a study on the impact of a Hawaii Public Schools policy that raised special education teacher salaries by $10,000. Recommended content: Threat Assesment: Ice raids in schoolsHow Schools Can Navigate Trump’s Immigration PoliciesIn just one week, Trump created a new culture of anxiety in educationThe Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘iFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Brian Kisida, Associate Professor at the Truman School of Government & Public Affairs at the University of Missouri, joins Mike and David to discuss his recent Education Next article, which reports on what high school students are hearing from their teachers about racism in America. Then, on the Research Minute, Amber shares a study about how test-optional policies at elite universities hurt high-achieving, disadvantaged students. Recommended content: Bridging the Divide over Critical Race Theory in America’s ClassroomsIt’s a Crisis! It’s Nonsense! How Political Are K–12 Classrooms?How Test Optional Policies in College Admissions Disproportionately Harm High Achieving Applicants from Disadvantaged Backgrounds Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Tim Daly, CEO of EdNavigator, joins Mike and David to discuss whether America should refocus its efforts on helping our lowest-performing students and explore the best ways to address this challenge. Then, on the Research Minute, Amber shares a study on how students prepare for tests and the effectiveness of their strategies. Recommended content: We’re living through an education depressionGet ready for more bad news from NAEP 2024After a “lost decade,” let’s restore high expectations for studentsAn Evaluation of Secondary School Students’ Use and Understanding of Learning Strategies to Study and Revise for Science ExaminationsFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@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 education reform (or the lack thereof) during former President Biden’s term and what we might expect from President Trump. Then, on the Research Minute, Amber reviews a study on the implementation of college- and career-readiness policies, focusing on the alignment between career and technical education courses and industry-based certifications. Recommended content: Miguel Cardona Is America’s Worst Education SecretaryFault lines in the MAGA coalition and what they mean for educationCurricular-Credential Decoupling: How Schools Respond to Career and Technical Education PolicyFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Barbara Biasi, assistant professor at the Yale School of Management, joins Mike and David to discuss Wisconsin’s Act 10 and its impact on teacher compensation. Then, on the Research Minute, Amber highlights a study on the underrepresentation of certain racial and socioeconomic groups in gifted education. Recommended reading: Wisconsin’s Act 10, Flexible Pay, and the Impact on Teacher Labor MarketsWisconsin’s Act 10 is back in court. Here’s what to know about the controversial law.The (Conference) Room Where it Happens: Explaining Disproportional Representation in Gifted and Talented Education Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Alyson Klein, assistant editor at Education Week, joins Mike and David to discuss how President Trump could weaken the U.S. Department of Education without dismantling it entirely. Then, on the Research Minute, Amber shares a study examining the impact of early math intervention on student outcomes in Kentucky. Recommended content: How Trump Can Hobble the Education Department Without Abolishing ItWill Trump eliminate the federal role in education or weaponize it?How much blame does the federal government deserve for America’s mediocre schools?Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence From Kentucky’s Math Achievement FundFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@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 news in education reform in 2024. Then, on the Research Minute, Amber shares the top five research studies of the year. Recommended content: Michael J. Petrilli, “How much blame does the federal government deserve for America’s mediocre schools?,” Thomas B. Fordham Institute (November 21, 2024). The end of MCAS is the end of an era. Now let’s figure out what comes next.It’s time for tough love to address chronic absenteeismESSER and Student Achievement: Assessing the Impacts of the Largest One-Time Federal Investment in K12 Schools Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Philip K. Howard, chair of Common Good and a bestselling author, joins Mike and David to discuss what it takes to create positive school environments, as outlined in his recent Hoover Institution essay, “The human authority needed for good schools.” Then, on the Research Minute, Amber shares an Urban Institute report analyzing states’ demographically adjusted 2022 NAEP performance. Recommended content: The human authority needed for good schools3 ways to increase choice and decrease polarization in U.S. schoolsDigging into the 2024 survey of American public school teachersStates’ Demographically Adjusted Performance on the 2022 Nation’s Report Card Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Colleen Hroncich, a policy analyst with the Cato Institute’s Center for Educational Freedom, joins Mike and David to discuss why pro–school choice ballot measures failed in Kentucky, Nebraska, and Colorado—and what it means for the future. Then, on the Research Minute, Adam shares a study examining 100 years of data on elite private and public colleges, revealing persistent gaps in socioeconomic diversity despite changes in racial and geographic representation. Recommended content: Referendum Losses Are No Mandate against School ChoiceRepublicans’ big idea for remaking public education hits voter resistanceOp-ed: Despite blows, school choice swept the ballot this electionThe G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Jim Peyser, former Massachusetts Secretary of Education, joins Mike and David to discuss voters’ recent decision to eliminate the MCAS graduation requirement and what it means for the future of high school. Then, on the Research Minute, Amber shares reports exploring the changing landscape of homeschooling in America. Recommended content: Don’t Abandon Common High School Graduation ExamsWhy Did Massachusetts Just Pull the Plug on 30 Years of K–12 Success?Homeschool Participation: Post-Pandemic Persistence and Growth TrendsThe Changing Face of American Homeschool: A 25-Year Comparison of Race and Ethnicity Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

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: Trump Gears Up for Assault on Wokeness With Education OverhaulA push for school choice fell short in Trump’s first term. He may now have a more willing CongressWe’re living through an education depressionDistance to Opportunity: Higher Education Deserts and College Enrollment ChoicesFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Jill Barshay, author of The Hechinger Report’s “Proof Points” column, joins Mike and David to discuss her recent article on the surprising effects of colleges eliminating remedial courses. Then, on the Research Minute, Amber shares a study examining the impact of Washington’s academic acceleration policies on high school students. Recommended content: A decade of data in one state shows an unexpected result when colleges drop remedial courses‘Kid, I’m Sorry, but You’re Just Not College Material’ Is exactly what we should be telling a lot of high school studentsWhat's the point of high school?Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Brandon Wright, Fordham’s Editorial Director and author of the latest Think Again brief, “Are Education Programs for High Achievers Inherently Inequitable?” joins Mike and David to explain why the answer to that question is “no” and why such programs are important. Then, on the Research Minute, Amber shares a study examining how individual teachers’ effectiveness shifted when instruction went from in-person to on-line during the 2020-21 school year. Recommended content: Think Again: Are Education Programs for High Achievers Inherently Inequitable?Building a Wider, More Diverse Pipeline of Advanced Learners: Final Report of the National Working Group on Advanced EducationHope and progress for gifted educationDo programs for advanced learners work?Teacher Effectiveness in Remote InstructionFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Marc Porter Magee, CEO and Founder of 50CAN, joins Mike and David to discuss “The State of Educational Opportunity in America," 50CAN’s new report based on a survey of over 20,000 parents from all 50 states and D.C. Then, on the Research Minute, Adam shares a study examining how teacher strikes affect compensation, working conditions, and student achievement. Recommended content: The State of Educational Opportunity in AmericaMichael J. PetrilliState of Educational Opportunity: Ohio Survey of Ohio ParentsThe Causes and Consequences of U.S. Teacher Strikes Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, David Deming, a professor of Political Economy at the Harvard Kennedy School, joins Mike and David to discuss his article in The Atlantic arguing that it’s not enough for governments and the private sector to eliminate college-degree requirement for good-paying jobs. Then, on the Research Minute, Amber shares a study investigating the “fade-out effect” in early childhood education programs. Recommended content: David DemingMichael J. PetrilliBruno V. MannoHere Today, Gone Tomorrow? Toward an Understanding of Fade-out in Early Childhood Education ProgramsFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Parker Baxter, Director of the Center for Education Policy Analysis at the University of Colorado, joins Mike and David to discuss his new report on the impact of Denver’s education reforms. Then, on the Research Minute, Amber shares a RAND survey on teachers’ experiences with school violence and lockdown drills. Recommended content: Systemwide and Intervention-Specific Effects of Denver Public Schools’ Portfolio District Strategy on Individual Student Achievement, Paul T. HillAmber M. Northern and Michael J. PetrilliTeachers’ Experiences with School Violence and Lockdown DrillsFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Devon Nir, a research assistant at the Thomas B. Fordham Institute, joins Mike and David to discuss the complexities of ensuring accountability for education savings accounts. Then, on the Research Minute, Amber examines a study exploring the financial returns of various non-degree credentials and degree programs. Recommended content: Michael J. Petrilli and Devon NirDale ChuMichael J. Petrilli More Money for Less Time? Examining the Relative and Heterogenous Financial Returns to Non-Degree Credentials and Degree Programs Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Sofoklis Goulas, a fellow at the Brookings Institution and the Hamilton Project, joins Mike and David to discuss the Fordham report he just authored, Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era. Then, on the Research Minute, Amber shares a study on the effects of Zearn Math on third through fifth grade math performance in Louisiana. Recommended content: Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era, Michael J. PetrilliTim DalyMeasuring the Efficacy of Zearn Math in Louisiana Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Michael Goldstein, co-founder of the Math Learning Lab in Boston, joins Mike and David to discuss the track record of high-dosage tutoring in mitigating pandemic learning loss. Then, on the Research Minute, Amber shares a study on the long-term effects of the METCO program, which aims to increase diversity and reduce racial isolation by busing students from Boston to surrounding suburbs. Recommended content: The narrow path to do it right: Lessons from vaccine making for high-dosage tutoring, JillBarshayThe Scaling Dynamics and Causal Effects of a District-Operated Tutoring ProgramBusing to Opportunity? The Impacts of the METCO Voluntary School Desegregation Program on Urban Students of Color Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.