Patrick McAlister, principal of PM Strategies and former director of the Indianapolis Mayor’s Office of Education Innovation, and Shaina Cavazos, the office’s current director, join The Education Gadfly Show to discuss charter growth after the replication era. Drawing on their experience with closures and mergers in Indianapolis, they explain why authorizers and charter boards may need new approaches as enrollment declines and the sector matures.

Then, on the Research Minute, Amber Northern examines new research on content rich reading instruction and finds that while teachers are using strong foundational skills curricula, students often get too few chances to build fluency and vocabulary.

Recommended content:

• Beyond Replication: What Responsible Charter Growth Looks Like Now —Jed Wallace, CharterFolk
• The 10-year test for durable schools —Robert Pondiscio, Thomas B. Fordham Institute
• Do Authorizer Evaluations Predict the Success of New Charter Schools? — Adam Kho, Ph.D., Shelby Leigh Smith, and Douglas Lee Lauen, Ph.D., Thomas B. Fordham Institute
• Bridging the Divide: Connecting Word Recognition and Language Comprehension in Early Literacy —Anna Jennerjohn, Sara Rutherford-Quach, Lauren J. Cassidy, Katrina Woodworth, Sarah Dec, and Dan Reynolds, SRI (2026)

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

Jonathan Plucker, a research professor at the Johns Hopkins School of Education, and Fordham’s own Alicia Anderson, policy and editorial associate, join The Education Gadfly Show to discuss new research on how little states and the federal government invest in advanced education. How much funding goes toward gifted education, AP, IB, and other advanced learning opportunities, and why is it so hard to track where those dollars go?

Then, on the Research Minute, Brian Fitzpatrick examines new research on Algebra I achievement gaps and finds that many are rooted as early as third grade and grew worse during the pandemic.

Recommended content:

• Broad support, barely funded: The paradox of advanced education in America —Jonathan Plucker, Alicia Anderson, Matthew Makel, and Shaun Dougherty for Advance
• The Leaky Pipeline: Assessing the college outcomes of Ohio’s high-achieving low-income students —Stéphane Lavertu, Thomas B. Fordham Institute
• Building a Wider, More Diverse Pipeline of Advanced Learners —The National Working Group on Advanced Education
• Ohio’s Lost Einsteins: The inequitable outcomes of early high achievers —Scott Imberman, Thomas B. Fordham Institute
• A Widening Chasm: The Divergent Paths of High- and Low-Achieving Students in Algebra I After the Pandemic—Benjamin Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber, and Alejandra Salazar, CALDER (2026)

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

Melissa Arnold Lyon joins The Education Gadfly Show to discuss Fordham’s new report, A Crowded Table: Teacher Union Strength in 2026, and what has changed in state education politics since Fordham’s 2012 analysis of teacher union power. How influential are teacher unions today, where are they strongest, and what does a more crowded political landscape mean for education policy?

Then, on the Research Minute, Amber Northern examines new research on the Common Core State Standards and their effects on achievement beyond math and English language arts.

Recommended content:

• A Crowded Table: Teacher Union Strength in 2026 —Melissa Arnold Lyon, Sandy Frost Waldron, and Rebecca Jacobsen, Thomas B. Fordham Institute
• How Strong Are U.S. Teacher Unions? A State-By-State Comparison —Amber M. Northern, Ph.D., Janie Scull, and Dara Zeehandelaar Shaw, Ph.D., Thomas B. Fordham Institute
• Teachers’ Unions and Collective Bargaining —Bradley D. Marianno, Live Handbook: Education Policy Research, an initiative of AEFP
• The unintended effects of the Common Core State Standards on non-targeted subjects — Benjamin W. Arold, and M. Danish Shakeel, ScienceDirect (2026)

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On this week’s solo episode of The Education Gadfly Show, Mike Petrilli discusses President Trump’s Education Freedom Tax Credit, including how it works, why he has concerns about its design, and why he still thinks states, including blue states, should opt in. Could the program help Catholic schools and expand scholarships for low-income families, or will it mostly benefit upper-middle-class parents and well-connected schools?

Then, on the Research Minute, Amber Northern examines new research on whether full-day pre-K affects English learner identification in elementary school, especially for children from non-English-speaking households.

Recommended content:

• Trump’s education tax credit is poorly designed, but blue states should opt into it anyway — Michael J. Petrilli, Thomas B. Fordham Institute
• New York plans to accept the federal tax credit. Should we celebrate? —Michael J. Petrilli, SCHOOLED
• The bipartisan opt-in chorus grows louder —Michael J. Petrilli, SCHOOLED
• Effect of Full- Versus Half-Day Pre-K on Grade K–3 English Language Learner Designations — Katharine Parham Malhotra and Allison Atteberry, Sage Journals (2026)

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

Arkansas Education Secretary Jacob Oliva joins The Education Gadfly Show to discuss the sweeping Arkansas LEARNS reforms, from early literacy and teacher pay to career pathways, parent empowerment, and new approaches to teacher preparation. Why did Arkansas take on so much at once, and can it support teachers, empower districts, and maintain high standards along the way?

Then, on the Research Minute, Amber Northern examines new research on Indiana charter schools’ post-pandemic academic recovery, especially for Black, Hispanic, low-income, and previously low-performing students.

Recommended content:

• ExcelinEd 2026 Poll Findings —ExcelinEd
• Raising the Floor: Teacher Retention Effects of a Statewide Minimum Salary Increase —Gema Zamarro, Andrew M. Camp, Josh McGee, Taylor Wilson, and Miranda Vernon, CALDER (2026)
• What happens when you relax accountability —Michael J. Petrilli, SCHOOLED
• Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools —Brian R. Fitzpatrick, Mark Berends, Joseph J. Ferrare, and R. Joseph Waddington, Educational Researcher (2020)
• Indiana Charter School Performance During and After the COVID-19 Pandemic —Ron Zimmer, Stephen M. Ponisciak, Mark Berends, Julie W. Dallavis, Joseph J. Ferrare, Adam Kho, Shelby L. Smith, and Joseph Waddington, EdWorking Papers (2026)

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

Christy Wolfe, director of K–12 policy at the Bipartisan Policy Center, joins the Education Gadfly Show to discuss a new report on the American workforce—and what it means for K–12 education. As policymakers call for a clearer national talent strategy, which ideas echo past reforms, what’s genuinely new, and should school improvement efforts shift from individual schools to districts?

Then, on the Research Minute, Amber Northern looks at what happens when schools lock up student phones—and the results may surprise you.

Recommended content:

• A Nation at Risk to a Nation at Work —Bipartisan Policy Center
• Reimagining School Improvement: What are Portfolio Districts? —Christy Wolfe and Robin Chait, Bipartisan Policy Center
• State takeovers are back —Michael J. Petrilli, SCHOOLED
• Reformers: Yes, states should intervene in failing districts —Michael J. Petrilli, SCHOOLED
• The Effects of School Phone Bans: National Evidence from Lockable Pouches —Hunt Allcott, E. Jason Baron, Thomas Dee, Angela L. Duckworth, Matthew Gentzkow and Brian Jacob, NBER (2026)

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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