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)

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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)

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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)

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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)

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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)

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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