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The Thomas B. Fordham Institute is an ideologically conservative American nonprofit education policy think tank, with offices in Washington, D.C., Columbus, Ohio, and Dayton, Ohio. The institute supports and publishes research on education policy in the United States.
The National Council on Teacher Quality was founded in 2000 by the Thomas B. Fordham Institute. [1] [2] The council advocates for more rigorous teacher preparation, performance pay or merit-based teacher pay systems, educator equity, and a more diverse teacher workforce.
The 15 Milwaukee schools, as well as one Racine school, are among almost 500 schools across the United States that were named in a new report by the Thomas B. Fordham Institute, a Washington-based ...
Thomas B. Fordham Institute: Washington, D.C. Conservative 2007 Urban Institute: ... RTI International (Research Triangle Institute) Santa Fe Institute;
While serving as Senior Associate Commissioner in the Massachusetts Department of Education from 1999 to 2003, she directed complete revisions of the state's preK-12 standards for every major subject that have been judged among the best in the country by independent experts for the Thomas B. Fordham Institute in two decades of reviews of state ...
He is currently the president emeritus of the nonprofit Thomas B. Fordham Foundation in Washington, D.C. He is also Volker Senior Fellow at Stanford University's Hoover Institution where he chairs the Working Group on Good American Citizenship. He was also a member of the Maryland Kirwan Commission on Education during its authorization period ...
Kentucky's old standards received a "D" in an analysis by the Thomas B. Fordham Institute. School officials in Kentucky believe it will take several more years to adjust to the new standards, which received an A− in math and a B+ in English from the Fordham Institute. [78] [79]
Researchers from the Thomas B. Fordham Institute approved of "grant[ing] states more authority over their accountability systems." [ 20 ] However, they also expressed concern that, in an effort to set proficiency levels that low-performing students could pass, states would neglect the needs of high-performing students, which would ...