Fordham’s latest report

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The Broken Pipeline: Advanced Education Policies at the Local Level—our sweet sixteenth in this realm, if you will—aims to address just one of many unknowns: whether districts across the nation have adopted policies and programs to identify, support, and cultivate the talents of all students capable of tackling advanced-level work.

Our National Research Director, Adam Tyner, Laos Phone Number Data was keen to conduct this investigation, having previously completed research on gifted education in high-poverty schools. Adam also participated in The National Working Group on Advanced Education, leading to last year’s release of dozens of recommendations to aid state and local officials in developing a continuum of advanced learning opportunities across K–12. The key aim of the current project was to determine whether districts have in place policies that align to the National Working Group’s recommendations.





Thus, from May through October 2023, we surveyed a random sample of district and charter school administrators in charge of advanced education. Nearly 600 responded, and using stratified weighting, we adjusted the results to be representative of large and medium districts and charter school organizations, which together educate 90 percent of public-school students. So to what extent have districts adopted smart approaches to advanced education? To some extent, we discovered, but not nearly enough.