On this week’s episode, Mike Petrilli is joined by David Griffith and Brian Fitzpatrick to discuss Fordham’s latest report, From the Teacher’s Desk: A Science of Reading Progress Report. Drawing on a nationally representative survey of K–3 teachers, they examine what educators understand about reading instruction, how state policies are shaping classroom practice, and where progress has been made. The takeaway: While many teachers are embracing the science of reading, gaps in knowledge and implementation remain.

Then on the Research Minute, Amber Northern examines new evidence on student attendance, finding that most variation is driven by student characteristics rather than school districts, raising important questions about policies that tie funding to average daily attendance.

Recommended content:

• From the Teacher’s Desk: A Science of Reading Progress Report —David Griffith and Brian Fitzpatrick, Thomas B. Fordham Institute
• Wonkathon 2025 Anthology: What comes next for the science of reading? —Edited by Brandon L. Wright and Elainah Elkins, Thomas B. Fordham Institute
• Imperfect Attendance: Toward a fairer measure of student absenteeism —Jing Liu, Ph.D., Thomas B. Fordham Institute
• How Large are District Effects on Student Attendance? Implications for School Funding Based on Average Daily Attendance David S. Knight and Mark Olofson, EdWorkingPapers (2026)

Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

On this week’s solo episode, Mike Petrilli explores a big question: What would it look like to define an evidence-based model for American elementary schools—and could AI help us get there? Drawing on his long view of school reform, he considers what most schools have in common, where they fall short, and whether a clearer, research-backed playbook could improve outcomes at scale.

This is a work-in-progress idea, and Mike wants your feedback. Share your thoughts at mpetrilli [at] fordhaminstitute [dot]org.

Then on the Research Minute, Amber Northern examines new evidence on special education, finding that after students are identified for services, their achievement rebounds significantly—suggesting that individualized supports may boost learning more than previously understood.

Recommended content:

• Both/and on test scores & school inspections —Michael J. Petrilli, SCHOOLED
• Follow the Science to School: Evidence-based Practices for Elementary Education — Michael J. Petrilli, Kathleen Carroll, and Barbara Davidson
• An ode to elementary schools —Michael J. Petrilli, Thomas B. Fordham Institute
• Special Education Substantially Improves Learning: Evidence from Three States — Stephanie G. Coffey, Joshua Goodman, Amy Ellen Schwartz, Leanna Stiefel, Marcus A. Winters and Yunee H. Yoon, NBER (2026)

Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

Jay Plasman of The Ohio State University joins the Education Gadfly Show to discuss Fordham’s latest report on industry-recognized credentials—and whether they actually deliver for students. As Ohio has pushed more high schoolers to earn these credentials, do they lead to higher earnings down the line, or unintentionally steer students away from college pathways?

Then on the Research Minute, Amber Northern examines new evidence on goal-setting and commitment pledges—whether they help students follow through on their plans or, surprisingly, can backfire.

Recommended content:

• College or Career Readiness? Postsecondary and Labor Market Outcomes for Ohio High School Students Earning Industry-Recognized Credentials —Jay Plasman for the Thomas B. Fordham Institute
• The state of career-and-technical education in Ohio: An analysis of coursework, industry-recognized credentials, and work-based learning —Jay Plasman for the Thomas B. Fordham Institute
• The high school pathways that boost adult earnings —Aaron Churchill, Thomas B. Fordham Institute
• I Promise to Work Hard: The Impact of a Non-Binding Commitment Pledge on Academic Performance —Nicholas A. Wright, Puneet Arora, and Jesse Wright, Education Finance and Policy (2026)

Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org