The Education Gadfly Show

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 Discriminate [https://www.the74million.org/article/maine-case-opens-new-battleground-for-school-choice-the-right-to-discriminate/]” —Linda Jacobson, The 74 * “What Betsy DeVos should say about vouchers, LGBT rights, and religious liberty [https://fordhaminstitute.org/national/commentary/what-betsy-devos-should-say-about-vouchers-lgbt-rights-and-religious-liberty]” —Mike Petrilli, Thomas B. Fordham Institute * “John Arnold’s Instructive Retreat from Ed Reform [https://www.educationnext.org/john-arnolds-instructive-retreat-from-ed-reform-philanthropy/]” —Mike Goldstein, Education Next * “Fewer Children Left Behind: Lessons From the Dramatic Achievement Gains of the 1990s and 2000s [https://fordhaminstitute.org/national/research/fewer-children-left-behind]” —Mike Petrilli, Thomas B. Fordham Institute * “The Effects of the Four-Day School Week on Teacher Recruitment and Retention [https://caldercenter.org/publications/effects-four-day-school-week-teacher-recruitment-and-retention]” —Andrew M. Camp, J. Cameron Anglum, Cory Koedel, Se Woong Lee, and Tuan D. Nguyen, CALDER (2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org [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 abuse [https://www.brookings.edu/articles/the-educational-choice-for-children-act-opens-the-door-to-waste-fraud-and-abuse/]” —Jon Valant, Brookings Institution * “Federal school choice skeptics are tilting at windmills [https://fordhaminstitute.org/national/commentary/federal-school-choice-skeptics-are-tilting-windmills]” —Shaka Mitchell, for Thomas B. Fordham Institute * “The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education [https://www.sciencedirect.com/science/article/abs/pii/S0272775725000536]” —Ilse Tobback, Dieter Verhaest, and Kristof De Witte, Economics of Education Review (2025)  Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org [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? [https://fordhaminstitute.org/national/research/think-again-do-returns-teacher-experience-fizzle-out]” —Anne Poldolsky and Linda Darling-Hammond, Learning Policy Institute, for Thomas B. Fordham Institute * “Effective Teacher Professional Development [https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report]” — Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner, Learning Policy Institute * “The voices we don't hear: Teachers who gave up [https://fordhaminstitute.org/national/commentary/voices-we-dont-hear-teachers-who-gave]” —Robert Pondiscio, Thomas B. Fordham Institute * “High Turnover with Low Accountability: Local School Board Elections in 16 States [https://edworkingpapers.com/sites/default/files/ai25-1213.pdf]” — Vladimir Kogan, Stéphane Lavertu, and Zachary Peskowitz, EdWorking Paper (May 2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org [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 states [https://fordhaminstitute.org/national/commentary/charter-school-advocates-keep-winning-least-red-states]” —Brandon Brown, CEO of The Mind Trust, for Thomas B. Fordham Institute * “Education reform in red versus blue states [https://fordhaminstitute.org/national/commentary/education-reform-red-versus-blue-states]” — Michael Petrilli, Thomas B. Fordham Institute * “Five ways to ensure that charter schools have a political future [https://fordhaminstitute.org/national/commentary/five-ways-ensure-charter-schools-have-political-future]” —Brandon Brown, Thomas B. Fordham Institute * “Ed in ‘28: A playbook for Democratic education reformers [https://fordhaminstitute.org/national/commentary/ed-28-playbook-democratic-education-reformers]” —Dale Chu, Thomas B. Fordham Institute * “State data shows K–12 teacher absences surged post-pandemic [https://www.brookings.edu/articles/state-data-shows-k-12-teacher-absences-surged-post-pandemic/]” —Michael Hansen, Purnima Aggarwal, and Rebecca Wagner, Brookings Institute (May 2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org [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 Performance [https://www.future-ed.org/quality-check-the-new-best-way-to-measure-school-performance/]” —Lynn Olson, FutureEd * “A New, Bipartisan Agenda for Raising Student Achievement [https://www.future-ed.org/a-new-bipartisan-agenda-for-raising-student-achievement/]” —Tom Toch, FutureEd * “The Full Measure of a School [https://www.educationnext.org/full-measure-of-a-school-student-test-scores-tell-only-part-of-the-story/]” —Erik W. Robelen, Education Next * “Ready or Not? A New Way to Measure Elementary and Middle School Quality [https://fordhaminstitute.org/national/research/ready-or-not-new-way-measure-elementary-and-middle-school-quality]” — Jing Liu, Seth Gershenson, and Max Anthenelli, Thomas B. Fordham Institute * “Universal Pre-K as Economic Stimulus: Evidence from Nine States and Large Cities in the U.S [https://www.nber.org/papers/w33767]” — C. Kirabo Jackson, Julia A. Turner, and Jacob Bastian, NBER (May 2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org [sdistler@fordhaminstitute.org].