The Education Gadfly Show

Mike McShane, Director of National Research for EdChoice, joins us on the Education Gadfly Show to debate tradeoffs when it comes to regulation and innovation in the charter school and private school choice sectors. Then, on the Research Minute, Adam Tyner shares a report from the Urban Institute looking at college and career indicators and how they relate to research on post-high school outcomes. Recommended content: On school choice: Overregulated charter schools: Fact or fiction? —Michael J. Petrilli School choice should take the road less traveled —Robert Enlow and Michael Q. McShane, Education Next Charter school regulation means keeping the destination in sight —Thibaut Delloue From the Research Minute: Which college and career readiness standards best align with positive outcomes after high school? —Kristin Blagg, The Urban Institute (July 2025) The vibes for career-tech programs are great. But they’re too rare. —Michael J. Petrilli -- Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

ERS president and managing partner Jonathan Travers joins Mike Petrilli on The Education Gadfly Show to talk about school district budgeting during uncertain times. Then, on the Research Minute, Adam Tyner shares a new report from the National Council on Teacher Quality looking at district policies on pay bumps for teachers with master’s degrees, and how the money could be better spent. Recommended content: The degree dilemma: School districts spend millions on ineffective master’s degree premiums—Close bad schools and expand good ones—When—and why—legislated school finance reforms don’t increase state education spending—An in-depth look at how Texas makes teacher merit pay work—The ESSER hangover is here—Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

On this week’s solo episode, Mike shares his thoughts on whether it’s ever okay to let schools opt out of state standardized tests and use nationally normed assessments instead. Then, on a special Research Minute, Fordham’s own Adam Tyner and David Griffith share results from their brand new report about the pressure on teachers to give higher grades in the name of equity. Recommended content: Welcome to Lake Wobegon, Oklahoma —Michael J. Petrilli, Thomas B. Fordham Institute When private schools take public dollars: What's the place of accountability in school voucher programs? — Michael J. Petrilli, Chester E. Finn, Jr., Christina Hentges, and Amber M. Northern for the Thomas B. Fordham Institute (2009) Evaluating the content and quality of next generation assessments —Nancy Doorey and Morgan Polikoff for the Thomas B. Fordham Institute (2016) -- “Equitable” grading through the eyes of teachers —David Griffith and Adam Tyner for the Thomas B. Fordham Institute (2025) Grade inflation: Why it matters and how to stop it —Adam Tyner, Thomas B. Fordham Institute -- Don’t forget to sign up for a special webinar on equitable grading practices hosted by Jessica Grose of the New York Times on Wednesday, September 10 from 12-1 pm ET: Does "equitable" grading lower expectations for students? -- Feedback Welcome: Have ideas for improving our show? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.

This week, Matthew Kraft, professor of education and economics at Brown University, joins The Education Gadfly Show to discuss the intersection of education policy and climate change. Then, on the Research Minute, Adam Tyner examines whether an elite “exam school” led to better educational outcomes for its students. Recommended content: On education and climate change Education and climate change: Synthesizing the evidence to guide future research—Does spending on school facilities raise student test scores?—How school HVAC systems affect learning—The Research Minute Optimal school system and curriculum design: Theory and evidenceThreading the needle on selective enrollment public schools—Feedback welcome: Have ideas for improving our show? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.

On this week’s Education Gadfly Show, Ben Austin, Founding Director of Education Civil Rights Now, joins us to discuss why the Democratic Party lost its way on education policy—and what it must do to rebuild credibility and improve its chances in national elections. Then, on the Research Minute, Adam shares a new study on state takeovers of school districts, examining who benefits and how these interventions impact district finances. Recommended content: Democrats have lost their way on education policy. Here’s how to get back on track.Democrats need to break up with Randi Weingarten—Trump’s school choice initiative puts Democratic governors in a bind—Help wanted: Ed-reform governors needed (again)—How state takeovers of school districts affect education finance, 1990 to 2019Education Finance and PolicyFeedback Welcome: Have ideas for improving our podcast? Send them to Alicia Anderson at aanderson@fordhaminstitute.org.

On this week’s Education Gadfly Show, Vlad Kogan—professor and director of undergraduate studies at The Ohio State University—joins us to discuss his forthcoming book, No Adult Left Behind: How Politics Hijacks Education Policy and Hurts Kids (out August 21). Then, on the Research Minute, Adam highlights new findings from the National Bureau of Economic Research on the long-term benefits of participation in scholastic sports. Recommended content: No Adult Left Behind: How Politics Hijacks Education Policy and Hurts KidsWhen School Board Elections Lose Their VoiceThe Benefits of Scholastic Athletics—NBERFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show, Mike returns for another solo episode, reflecting on the role of regulation in school choice—is it stifling innovation or saving us from bad schools? Then, on the Research Minute, Adam covers a study looking at the relationship between timed math testing and anxiety among fourth- and fifth-grade students. Recommended content: Democrats’ School Choice Dilemma—Seizing educational dynamism—School Choice Should Take the Road Less TraveledOf School Choice, Regulation, and the Real Road-Least Traveled—It’s One Small, Ugly School Choice Expansion—Math anxiety in elementary students: Examining the role of timing and task complexity—ScienceDirectFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show, Brian Jodice, National Press Secretary for the American Federation for Children joins us for a lively debate on the federal school choice provision embedded in the newly enacted “One Big Beautiful Bill”—including its potential impact in blue states. Then, on the Research Minute, Adam reviews a new Education Next study showing that a low-cost college-planning course can boost success for high-achieving, low-income students. Recommended content: Democrats’ School Choice DilemmaFederal school choice skeptics are tilting at windmills—College Counseling in the Classroom#974: The Risks of the Educational Choice for Children Act, with Jon Valant—Education Gadfly Show #974: The Risks of the Educational Choice for Children Act, with Jon ValantEducation Gadfly Show #963: All about the Educational Choice for Children Act, with Jim BlewFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Doug Harris, director of the National Center for Research on Education Access and Choice (REACH), joins us to discuss a new website aimed at advancing evidence-based education policy and supporting more effective decision-making in schools. Then, on the Research Minute, Meredith Coffey examines new data from Massachusetts that reveal lasting post-pandemic shifts in school enrollment, particularly in the middle grades and in higher-income districts. Recommended content: AEFP Live HandbookSchool Enrollment Shifts Five Years After the Pandemic—EdWorkingPapersAnalyzing homeschooling demographics and families’ definitions of student successFixing IESFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Mike flies solo to reflect on what’s happening across the education reform landscape—from the private school choice debate to the question of whether education reform has successfully scaled. Then, on the Research Minute, Adam shares a study examining four-day school weeks and their (paltry) impact on teacher recruitment and retention. Recommended content: Maine Case Opens New Battleground for School Choice: The Right to DiscriminateWhat Betsy DeVos should say about vouchers, LGBT rights, and religious libertyJohn Arnold’s Instructive Retreat from Ed ReformFewer Children Left Behind: Lessons From the Dramatic Achievement Gains of the 1990s and 2000sThe Effects of the Four-Day School Week on Teacher Recruitment and Retention—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, Jon Valant —director of the Brown Center on Education Policy and a senior fellow in Governance Studies at Brookings—joins Mike to discuss his recent analysis of the federal tax credit scholarship initiative included in the Republican budget bill and its potential to open the door to waste, fraud, and discriminatory practices. Then, on the Research Minute, Adam shares a Belgian study comparing the cognitive and non-cognitive effects of work-based learning within different vocational education arrangements. Recommended content: The Educational Choice for Children Act opens the door to waste, fraud, and abuseFederal school choice skeptics are tilting at windmillsThe impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education—Economics of Education Review 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, Linda Darling-Hammond and Anne Podolsky of the Learning Policy Institute—authors of our latest Think Again brief, “Do the Returns to Teacher Experience Fizzle Out?”—join Mike and David to discuss whether teachers really stop improving after just a few years on the job. Then, on the Research Minute, Adam shares a study examining the extent of school board turnover and whether it is linked to school performance. Recommended content: Think Again: Do the returns to teacher experience fizzle out?Effective Teacher Professional DevelopmentThe voices we don't hear: Teachers who gave upHigh Turnover with Low Accountability: Local School Board Elections in 16 States— EdWorking Paper 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 Brown, CEO of The Mind Trust, joins Mike to explain why charter school advocates keep winning in red states—and how others might follow Indiana’s lead. Then, on the Research Minute, Adam shares a new study documenting the sharp rise in teacher absences post-pandemic—and why it matters for schools and students. Recommended content: Charter school advocates keep winning—at least in red statesEducation reform in red versus blue statesFive ways to ensure that charter schools have a political futureEd in ‘28: A playbook for Democratic education reformersState data shows K–12 teacher absences surged post-pandemicBrookings InstituteFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Tom Toch, director of FutureEd, and Lynn Olson, former deputy director at the Bill and Melinda Gates Foundation, join Mike and David to discuss Lynn’s new paper, “Quality Check: The New, Best Way to Measure School Performance.” Then, on the Research Minute, Amber shares a study on the economic effects of Universal Pre-Kindergarten programs, showing that UPK boosted workforce participation across nine states and cities. Recommended content: Quality Check: The New, Best Way to Measure School PerformanceA New, Bipartisan Agenda for Raising Student AchievementThe Full Measure of a SchoolReady or Not? A New Way to Measure Elementary and Middle School QualityUniversal Pre-K as Economic Stimulus: Evidence from Nine States and Large Cities in the U.S—, NBERFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Genevieve Collins, Texas State Director for Americans for Prosperity, joins us to discuss Texas’s newly passed Education Savings Account bill—an ambitious policy that could position the Lone Star State as a national leader in school choice. Then, on the Research Minute, Amber highlights a Michigan study showing that simply being flagged for third-grade retention can boost students’ reading scores—even if they aren’t actually held back. Recommended content: A Texas-Sized Win for Families in the Trump Education EraJeb Bush: Texas’ Education Savings Account Victory Can Set Nationwide StandardHow Genevieve Collins, Americans for Prosperity, Are Shaping Texas’s FutureThe Impacts of Grade Retention Policy With Minimal Retention—EdWorking PapersFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

On this week’s Education Gadfly Show podcast, Starlee Coleman, president and CEO of the National Alliance for Public Charter Schools, joins Mike and David to discuss the religious charter schools case currently before the U. S. Supreme Court. Then, on the Research Minute, Amber shares a study out of Dallas on whether an automatic Algebra enrollment policy boosted participation among underserved students. Recommended content: SCOTUS should mandate state support for religious education, but not via charter schoolsSupreme Court Case Could Reshape Landscape for Charter and Religious SchoolsThe religious charter schools case is a bigger deal than you thinkWhy SCOTUS should—and will—approve faith-based charter schoolsClosing the Gaps: An Examination of Early Impacts of Dallas ISD’s Opt-out Policy on Advanced Course Enrollment—, EdWorkingPapersFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

#968: Are school inspections the accountability tool we’ve overlooked? with Erik Robelen On this week’s Education Gadfly Show podcast, former Education Week reporter Erik Robelen joins Mike and David to discuss school inspections—what they are, how they might fit into accountability systems, and who’s actually using them in U.S. schools. Then, on the Research Minute, Amber highlights a study on how AI tools can help middle school math teachers personalize their lessons. Recommended content: The Full Measure of a SchoolEducation NextEngland’s School Inspections Get a MakeoverEducation NextBlueprint for Maryland’s Future: Expert Review TeamState Review Panel: School Review ProtocolCharter School Site Visit ProtocolScaffolding Middle-School Mathematics Curricula With Large Language Models, EdWorking Papers (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, Rachel Canter, the founding executive director of Mississippi First and the new director of education policy at the Progressive Policy Institute, joins Mike and David to discuss what really fueled Mississippi’s dramatic gains in student achievement. Then, on the Research Minute, Amber reports on a new study examining the impact of Ohio’s EdChoice voucher program on college enrollment and graduation rates. Recommended content: The Truth About Mississippi’s NAEP GainsA bold state move to improve readingOhio’s EdChoice scholarship program improved college outcomesThe Effects of Ohio’s EdChoice Voucher Program on College Enrollment and Graduation, 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, Matt Giani, professor and researcher at the University of Texas at Austin, joins Mike and David to discuss whether there’s a one-size-fits-all math pathway for students, as explored in Calculus or Statistics: Does It Matter?—a new study he coauthored for the Thomas B. Fordham Institute. Then, on the Research Minute, Amber shares a study that examines whether Indiana’s statewide private school voucher program has had any competitive effects on public school student outcomes. Recommended content: Calculus or Statistics: Does it Matter?Coming SoonAdvanced Math Pathways in New EnglandBuilding a Wider, More Diverse Pipeline of Advanced LearnersEffects of the Indiana Choice Scholarship Program on Public School Students’ Achievement and Graduation Rates, 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, Anne Hyslop, Director of Policy Development at All4Ed, joins Mike and David to discuss the evolving federal role in K–12 education—particularly how the Secretary of Education’s waiver authority may—and may not--impact state flexibility on spending and testing under ESSA (the current iteration of the Elementary and Secondary Education Act). Then, on the Research Minute, Amber reviews a new study out of Massachusetts that examines whether students in departmentalized elementary schools perform better in middle school. Recommended content: ESEA Waivers 101: Explaining the Secretary of Education’s Waiver AuthorityWaiver and out: How red states plan to push the limits of federal ed policyTrump needs to call LamarBuilding Bridges to Middle School? Elementary School Departmentalization and Academic Achievement in the Upper GradesFeedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.