The Education Gadfly Show

Thomas B. Fordham Institute
  • 4.4 (49)
  • Education
  • Updated Weekly

For more than 15 years, the Fordham Institute has been hosting a weekly podcast, The Education Gadfly Show. Each week, you’ll get lively, entertaining discussions of recent education news, usually featuring Fordham’s Mike Petrilli and David Griffith. Then the wise Amber Northern will recap a recent research study. For questions or comments on the podcast, contact its producer, Stephanie Distler, at sdistler@fordhaminstitute.org.

  1. Aug 12

    Can a funding surge close the charter school gap? | Episode 1030 of The Education Gadfly Show

    Andrew Camp and Collin Hitt join Mike Petrilli and David Griffith to discuss Moving Target: The Success and Failure of Missouri’s Charter School Funding Surge, a new Fordham report by David, Andrew, and Collin. They examine Missouri’s effort to close the charter funding gap, how schools used the additional money, and why true funding parity remained out of reach. They also discuss the effects on staffing, teacher retention, and student achievement. Then, on the Research Minute, Amber Northern reviews new research from Ohio on whether the threat of third-grade retention can improve reading achievement by prompting schools to provide struggling students with additional literacy support. Recommended content: Moving Target: The Success and Failure of Missouri’s Charter School Funding Surge —Andrew M. Camp, Collin Hitt, and David Griffith, for the Thomas B. Fordham InstituteThe Impact of Increasing Funding for High-Performing Ohio Charter Schools: The Quality Community School Support Fund, 2019–23 —Stéphane Lavertu, Thomas B. Fordham InstituteCharter School Funding: Inequity’s Next Frontier —Sheree Speakman, Chester E. Finn, Jr., and Bryan C. Hassel, for the Thomas B. Fordham InstituteWhy Ohio’s third-grade retention law worked (until lawmakers killed it) —Vladimir Kogan, Thomas B. Fordham InstituteThe Effect of Retention Threat on Student Learning Gains: Evidence from Ohio —Sarah Souders and Robert Bifulco, EdWorkingPapers (July 2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  2. Aug 5

    Reviving federal ed reform, starting with literacy | Episode 1029 of The Education Gadfly Show

    Congressman Josh Harder joins Mike Petrilli and David Griffith to discuss his push to revive the National Reading Panel and advance the READ Act. They consider whether a new panel could update the evidence base on reading instruction, how federal funding might encourage stronger implementation of science-of-reading reforms, and whether literacy could help rebuild a bipartisan federal role in education policy without repeating the mistakes of past reforms. Then, on the Research Minute, Amber Northern reviews a new study on how adding AP courses may affect school enrollment, socioeconomic integration, and academic tracking. Recommended content: Is the Senate’s READ Act a Reading First redux?— Michael J. Petrilli, SCHOOLEDREAD Act section-by-section summary—Senate HELP CommitteeFrom the Teacher’s Desk: A Science of Reading Progress Report—David Griffith and Brian Fitzpatrick, for the Thomas B. Fordham InstituteCan Uncle Sam help kids read? | Episode 1023 of The Education Gadfly ShowTracking to Retain Higher-Income Students: Evidence from the Addition of Advanced Courses—Farah Mallah, EdWorkingPapers (July 2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  3. Jul 29

    Transforming school systems | Episode 1028 of The Education Gadfly Show

    Mike Miles, superintendent of Houston Independent School District, joins Mike Petrilli and David Griffith to talk about his new book, By Design: How to Transform School Systems, and how districts can use systemic thinking and accountability with support to improve schools. Then, on the Research Minute, Brian Fitzpatrick reviews new research on how classroom context can affect teacher evaluations, and how schools can use the logic of value-added models to develop better evaluations. Recommended content: By Design: How to Transform School Systems —Mike MilesState takeovers are back —Michael J. Petrilli, SCHOOLEDTexas’s controversial takeover of Houston’s schools—Daniel Buck, for the Thomas B. Fordham InstituteClassroom Composition Affects Teacher Performance Ratings —William Delgado and Lauren Sartain, EdWorkingPapers (April 2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  4. Jul 22

    What’s behind the backlash against i-Ready? | Episode 1027 of The Education Gadfly Show

    Tyrone Holmes, chief impact officer at Curriculum Associates, joins Mike Petrilli and David Griffith to discuss the growing parent backlash against education technology and why i-Ready has become one of its most visible targets. They unpack the differences among i-Ready’s assessments, teacher-led resources, and personalized online instruction; consider concerns about screen time and overuse; and discuss why teachers and schools need to communicate more clearly with families about how these tools are being used. Then, on the Research Minute, Brian Fitzpatrick reviews a new study tracking the effects of Massachusetts charter schools over two decades and examines why their benefits rose, receded, and then rebounded. Recommended content: There’s more to the i-Ready story —Kelly Sia for the Thomas B. Fordham InstituteThere’s actually more to the i-Ready story: A rebuttal —Daniel Carr for the Thomas B. Fordham InstituteAre Chromebook carts the answer? —Michael J. Petrilli, SCHOOLEDCan schools escape the digital delusion? | Episode 1026 of The Education Gadfly ShowHow “No Excuses” charter schools went off the rails, with Steven Wilson | Episode 961 of The Education Gadfly ShowTwo Decades of Massachusetts Charter School Effects —Geoffrey Kocks, Blueprint Labs (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  5. Jul 15

    Can schools escape the digital delusion? | Episode 1026 of The Education Gadfly Show

    David Griffith talks with neuroscientist and educator Jared Cooney Horvath, author of The Digital Delusion, about whether schools have put too much faith in classroom technology. They discuss what the evidence says about screen-based instruction, why school-sanctioned devices and platforms deserve more scrutiny, and whether artificial intelligence is making the ed-tech problem better or worse. Then, on the Research Minute, Amber Northern reviews a new study on Texas’s Teacher Incentive Allotment and why performance pay may not be enough to steer effective teachers toward higher-need schools. Recommended content: The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning - And How To Help Them Thrive Again —Jared Cooney HorvathLet’s debate LA’s screen time policy —Michael J. Petrilli, SCHOOLEDAre Chromebook carts the answer? —Michael J. Petrilli, SCHOOLEDTeacher Sorting and Preferences over School Disadvantage: Evidence from Performance Pay in Texas —Patrick L. Massey, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  6. Jul 8

    The accountability vibe shift | Episode 1025 of The Education Gadfly Show

    Mike Petrilli takes the mic to consider whether America’s schools need a renewed sense of urgency around raising achievement and closing gaps. He revisits the test-based accountability era, debates whether its biggest contribution may have been less about policy mechanics and more about shifting the national “vibes,” and argues that today’s education leaders may need to be much clearer about what it means to put students first. Then, on the Research Minute, Amber Northern reviews a new American Enterprise Institute report tracking post-pandemic chronic absenteeism and warning that elevated absence rates may be turning into a long-term condition. Recommended content: The one where Ross gets rebuked by reformers —Michael J. Petrilli, SCHOOLEDOn NCLB, Wiener and Petrilli fight to a draw —Robert Pondiscio, Thomas B. Fordham InstituteThe Impact of No Child Left Behind on Student Achievement —Thomas S. Dee and Brian A. Jacob, NBERFrom Attendance Crisis to Chronic Condition? Tracking Post-Pandemic Chronic Absenteeism into 2025 —Nat Malkus, American Enterprise Institute (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  7. Jul 1

    Beyond fireworks: America 250 and civic renewal | Episode 1024 of The Education Gadfly Show

    Stefanie Sanford, president of Civic Ventures at Alithi Consulting and Humanitae Philanthropy Advisors and a trustee of the Thomas B. Fordham Institute, joins Mike Petrilli to discuss how America’s 250th anniversary could help renew civic life. They explore why civic formation must extend beyond the classroom, how schools can teach both the achievements and failures of American history, and what young people need in order to develop a sense of civic responsibility in an increasingly polarized and digital society. Then, on the Research Minute, Amber Northern reviews a new study examining gaps in how schools are adopting artificial intelligence, including differences in training, policies, and guidance for students and teachers. Recommended content: Civic Life in the Information Age —Stefanie SanfordCivics, citizenship, and America 250 — Chester E. Finn, Jr., Thomas B. Fordham InstituteCivic Profile —Hoover InstitutionAmerica at 250: Surveying Change and Continuity on Civic Values — by Karlyn Bowman and Nicole Penn, AEIAI Diffusion Gaps: Unequal Integration of AI Across K-12 Schools —Christopher Campos and John D. Singleton, NBER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

  8. Jun 24

    Can Uncle Sam help kids read? | Episode 1023 of The Education Gadfly Show

    Charles Barone of the National Parents Union joins Mike Petrilli to debate the Senate’s bipartisan READ Act. Would additional federal funding help states strengthen teacher preparation and expand evidence-based reading instruction, or could a larger federal role politicize the science-of-reading movement and repeat the mistakes of Reading First? Then, on the Research Minute, Amber Northern reviews a new study examining why tutoring’s impact on student achievement tends to shrink when programs scale up. Recommended content: Is the Senate’s READ Act a Reading First redux? —Michael J. Petrilli, SCHOOLEDThe READ Act: A National Commitment to Literacy —National Parents UnionFrom the Teacher’s Desk: A Science of Reading Progress Report —David Griffith and Brian Fitzpatrick, Thomas B. Fordham InstituteToo Good to Last: The True Story of Reading First —Sol Stern, Thomas B. Fordham InstituteWhat Impacts Should We Expect From Tutoring at Scale? Exploring Meta-Analytic Generalizability —Matthew A. Kraft, Beth E. Schuele, and Grace T. Falken, SAGE Journals (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

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4.4
out of 5
49 Ratings

About

For more than 15 years, the Fordham Institute has been hosting a weekly podcast, The Education Gadfly Show. Each week, you’ll get lively, entertaining discussions of recent education news, usually featuring Fordham’s Mike Petrilli and David Griffith. Then the wise Amber Northern will recap a recent research study. For questions or comments on the podcast, contact its producer, Stephanie Distler, at sdistler@fordhaminstitute.org.

Information

  • Creator
    Thomas B. Fordham Institute
  • Years Active
    2006 - 2026
  • Episodes
    551
  • Rating
    Clean
  • Copyright
    © 2026 The Education Gadfly Show
  • Show Website
    The Education Gadfly Show

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