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:

• Matt Barnum, “Trump Gears Up for Assault on Wokeness With Education Overhaul,” The Wall Street Journal (November 11, 2024).
• Alia Wong, “A push for school choice fell short in Trump’s first term. He may now have a more willing Congress,” Associated Press (November 8, 2024).
• Tim Daly, “We’re living through an education depression,” Thomas B. Fordham Institute (November 1, 2024).
• Riley Acton, Kalena E. Cortes, and Camila Morales, Distance to Opportunity: Higher Education Deserts and College Enrollment Choices, Annenberg Institute (2024)

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, 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:

• Jill Barshay, “A decade of data in one state shows an unexpected result when colleges drop remedial courses,” The Hechinger Report (September 23, 2024).
• Michael J. Petrilli, “‘Kid, I’m Sorry, but You’re Just Not College Material’ Is exactly what we should be telling a lot of high school students,” Slate (March 18, 2014).
• Chester E. Finn, Jr., “What's the point of high school?” Thomas B. Fordham Institute (September 5, 2024).
• Megan Austin, Ben Backes, Dan Goldhaber, Dory Li, and Francie Streich, Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking, American Educational Research Journal (2024).

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:

• Brandon L. Wright, Think Again: Are Education Programs for High Achievers Inherently Inequitable? Thomas B. Fordham Institute (October 2024).
• Building a Wider, More Diverse Pipeline of Advanced Learners: Final Report of the National Working Group on Advanced Education, Thomas B. Fordham Institute (June 2023).
• Brandon L. Wright, “Hope and progress for gifted education,” Advance (July 5, 2022).
• Jonathan Plucker, “Do programs for advanced learners work?” Thomas B. Fordham Institute (June 24, 2020).
• M. Cade Lawson and Tim R. Sass, Teacher Effectiveness in Remote Instruction, Annenberg Institute at Brown University (2024).

Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.