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

Jean-Claude Brizard, president and CEO of Digital Promise, joins the Education Gadfly Show to discuss the promise—and the pitfalls—of artificial intelligence in education. Drawing on what he’s seen in classrooms abroad, Brizard makes the case that AI can elevate teaching and learning—if it’s used to strengthen pedagogy rather than replace it. But as schools experiment with new tools, how can they embrace innovation without undermining the foundational skills students still need?

Then on the Research Minute, Amber Northern looks at new evidence on alternative schools in Chicago—how they affect enrollment, graduation, and even arrests—and what they mean for students’ chances of going to college.

Recommended content:

• AI in education requires national strategy —Jean-Claude Brizard for Fast Company
• The human stakes of AI grading —Meredith Coffey, Ph.D., Thomas B. Fordham Institute
• Should AI be used for teacher evaluation? —Kim Marshall for the Thomas B. Fordham Institute
• The Expansion of Alternative Schools: Impact of Schools Targeting Lower Performing Students —Farah Mallah, Nour Abdul-Razzak, and Monica Bhatt, EdWorking Papers (April 2026)

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

Bibb Hubbard, founder and CEO of Learning Heroes, joins the Education Gadfly Show to discuss grade inflation and the disconnect between what parents think report cards are telling them and how students are actually performing. As families rely on grades and teacher feedback to understand student progress, can stronger school-family communication help give parents a more honest picture of how their children are doing?

Then on the Research Minute, Amber Northern looks at new research on Chicago’s merit-based free community college program and what it suggests about college choice, degree attainment, and whether free tuition at two-year colleges steers students away from four-year success.

Recommended content:

• B-flation | How Good Grades Can Sideline Parents —Gallup, Inc
• The Engagement Advantage — Dr. Eyal Bergman and Dr. Zenzile Riddick, Learning Heroes
• Fixing grade inflation via clear policies and cultural change —Michael J. Petrilli, SCHOOLED
• Fixing grade inflation through incentives and transparency —Michael J. Petrilli, SCHOOLED
• The Effect of Merit-Based Free Community College —Emileigh Harrison, Kelly Hallberg, Elijah Ruiz, and Marvin Slaughter, EdWorking Papers (March 2026)

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

Mike Petrilli takes a solo turn to tackle teacher diversity, a topic at the center of today’s debates over DEI. Should schools recruit teachers whose backgrounds reflect those of their students? What does the research say about how shared life experiences shape student outcomes? And how can schools promote diversity while maintaining high standards for academic excellence?

Then on the Research Minute, Amber Northern examines new research on Arkansas’s LEARNS Act, which raised the state’s minimum teacher salary to $50,000, and what it reveals about teacher pay and retention.

Recommended content:

• The Right Way to Boost Teacher Diversity —Michael J. Petrilli for AEI
• Can left and right find middle ground on teacher diversity? —Michael J. Petrilli, SCHOOLED
• In defense of teacher diversity —Michael J. Petrilli, SCHOOLED
• 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)

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

Robin Lake, director of the Center on Reinventing Public Education, joins the Education Gadfly Show to discuss the rapid evolution of artificial intelligence and what it could mean for schools. As AI tools grow more powerful, do schools need to fundamentally rethink how they prepare students for the future of work?

Then on the Research Minute, Amber Northern looks at evidence from New Jersey on whether raising teacher salaries improves student outcomes, highlighting research that links salary increases to gains in test scores, graduation rates, and college enrollment.

Recommended content:

• Agentic AI and the Future of Work —Robin Lake, Think Forward: Learning with AI, The Center on Reinventing Public Education
• AI-assisted learning stumbles on the evidence —Daniel Buck and Anna Low, Thomas B. Fordham Institute
• What Happens When We Pay Our Teachers More? Evidence from New Jersey Public Schools —Prasiddha Shakya, Institute of Education Sciences, EdWorking Papers (2024)
• 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)

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

Drew Bailey, professor at the University of California, Irvine, joins The Education Gadfly Show to discuss the fadeout effect across education interventions. Why do early treatment effects shrink over time, and what does that mean for judging program success, especially when test score gains diminish but long-term outcomes like graduation rates and earnings persist? We also debate the role of test scores in accountability, the evidence linking school value-added to real-world success, and what this all means for the role of testing in school choice initiatives.

Then on the Research Minute, Amber Northern examines new data on how states define “proficiency” in reading and math and what NAEP reveals about rigor, transparency, and the debate over standards.

Recommended content:

• Why Do Most Education Interventions Fade Out Over Time? —Drew Bailey, Tyler Watts, and Emma Hart, Education Next
• School Choice, Test Scores and Long-Term Outcomes: The Evidence Is Ambiguous —Michael J Petrilli, Education Next
• Reducing Inequality through Dynamic Complementarity: Evidence from Head Start and Public School Spending —Rucker C. Johnson and C. Kirabo Johnson, American Economic Journal
• A future for IES? —Chester E. Finn, Jr., Thomas B. Fordham Institute
• Mapping State Proficiency Standards Onto the NAEP Scales Results From the 2022 NAEP Reading and Mathematics Assessments —Darrick Shen-Wei Yee and Brian Cramer, Institute of Education Sciences, National Center for Education Statistics (2026)

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

Karen Vaites, founder of The Curriculum Insight Project, joins us to discuss the evolving debate over curriculum reviews and state adoption policies. As more states look to third-party evaluations to guide decisions—and some consider mandating state-approved lists—how can policymakers avoid making costly mistakes?

Then on the Research Minute, Amber Northern examines new evidence on whether teacher effectiveness truly transfers when high-performing educators move into lower-achieving schools.

Recommended content:

• Educators Were Sold a Story About Phonemic Awareness —Karen Vaites, The Curriculum Insight Project
• What American Education Reformers Can Learn from England — Helen Baxendale, Education Next
• Is Teacher Effectiveness Fully Portable? Evidence from the Random Assignment of Transfer Incentives —Matthew A. Kraft, John P. Papay, Jessalynn James and Manuel Monti-Nussbaum, EdWorkingPapers (2026)

Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org