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