Chester E. Finn, Jr.
Forum: Rethinking the High School Diploma
Education Next talks with Chester E. Finn, Jr., Richard D. Kahlenberg and Sandy Kress
It’s a matter of fairness, equal opportunity , and long-term societal well-being.
Education Next talks with Chester E. Finn, Jr., and Michael B. Horn
Racially diverse, subject to collective bargaining, fulfilling a need
Part 1 of a forum on whether digital learning can transform education
The following essay is part of a forum, written in honor of Education Next’s 10th anniversary, in which the editors assessed the school reform movement’s victories and challenges to see just how successful reform efforts have been. For the other side of the debate, please see Pyrrhic Victories? by Frederick M. Hess, Michael J. Petrilli, […]
Helping mom-and-pops in Ohio
Fifteen years hence, we will know exactly how well our schools, teachers, and students are doing
Two longtime school reformers debate the merits of a national curriculum
Universal preschool will be a boon for middle-class parents. How it will help poor kids catch up is not so obvious.
I don’t think so!
The education of Chester Finn
NCLB is driven by education politics
Squeezing into local markets and cutting deals
The case for national standards and tests
Quality Counts 2001, A Better Balance: Standards, Tests, and the Tools to Succeed by the editors of Education Week
School Figures: The Data Behind the Debate
by Hanna Skandera and Richard Sousa
Hoover Institution, 2003, $15; 342 pp.
The diversity of values within American society renders public schools ill-equipped to produce the engaged citizens our democracy requires
Early 20th century Progressive reformers established elected school boards as a means of shielding public school systems from the politics and patronage of corrupt city governments. Citizens, rather than political dons or their favored appointees, would govern the community’s schools with the community’s interests at heart. Today, however, elected school boards, especially in America’s troubled […]
The New Division of Labor: How Computers Are Creating the Next Job Market, by Frank Levy and Richard J. Murnane; Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap, by Richard Rothstein; Leaving No Child Behind? Options for Kids in Failing Schools, by Frederick M. Hess and Chester E. Finn Jr., eds.; Standards Deviation: How Schools Misunderstand Education Policy, by James P. Spillane
That the uniform salary “schedule” for teachers is obsolete and dysfunctional is a truth widely accepted but rarely challenged.
The Era of Big Government Is Complicated
Can the center find a solution that will hold?
Head Start is an example of sound impulses gone missing into the jungles of governmental extravagance and bureaucracy.
Marva Collins put her own money and reputation on the line to prove that poor minority kids could succeed just fine if given the right kinds of expectations, encouragement, and instruction.
Amid way too much talk about testing and the Common Core, not enough attention is being paid to what parents will actually learn about their children’s achievement when results are finally released from the recent round of state assessments .
Not only is middle school content finding its way into college classrooms, college credit is being awarded for learning it.
The Every Child Achieves Act of 2015, unveiled a few days back by Senators Lamar Alexander and Patty Murray and scheduled for HELP Committee mark-up on April 14, is a remarkable piece of work.
The advent of the Common Core standards can and should boost the learning of America’s ablest young learners, not serve as a rationale for denying them opportunities to fulfill their potential.
The “Student Success Act” would, if enacted, be the most conservative federal education move in a quarter century.
Telling states how to operate their accountability systems hasn’t worked. It’s time to put the accountability monkey back onto the backs of states.
Despite frantic efforts by a number of groups to preserve some sort of federal accountability mandates in the next ESEA cycle, I think these should go away and almost surely will.
Ah, January is upon us: The wind is howling, the thermometer is plummeting, and we are greeted by the nineteenth consecutive edition of Quality Counts, Education Week’s compilation of mostly useful data, analysis, rankings and commentaries.
The real problem is the failure of existing schools and programs to do right by those who need the most help
The most recent exercise of mission creep and nanny-statism by the Office for Civil Rights involves what the enforcers call “equal access to educational resources.”
Two big changes in American education policy have been good for kids in general, but not particularly good for Catholic schools, especially the urban variety.
It’s probably time for education reformers and policymakers to admit that just pushing harder on test-driven accountability as the primary tool for changing our creaky old public school system is apt to yield more backlash than accomplishment
The trickle downward of university curricular mischief into our schools and other institutions continues unabated, and it’s not a problem that the College Board alone can solve.
Why do American public schools spend more of their operating budgets on non-teachers than almost every other country in the world, including nations that are as prosperous and humane as ours?
Everything you may be trying to accomplish, change, or protect in American education hinges more than you might realize on the integrity of our education data system and that data system is more vulnerable than you might think.
On August 1, Chester E. “Checker” Finn, Jr., will step down from his role as founding president of the Thomas B. Fordham Institute, passing the baton to Michael J. Petrilli. Here is his “farewell address” as president.
What is the benefit conferred by preschool if there’s no school after the pre?
The path on which Gove and his predecessors placed English education resembles the path taken by U.S. education reformers.
Perhaps the historic coupling of the NEA and the Democratic Party is loosening a bit.
The job of a statistical agency is to provide people with data by which they can judge these things for themselves. On the preschool front, the National Center for Education Statistics has let the country down.
Principal hiring practices continue to fall short of what is needed, effectively causing needy schools to lose out on leaders with the potential to be great.
Will the new federal regulatory scheme lead to real change on the ground?
Balanced literacy is neither “balanced” nor “literacy,” at least not in the sense that poor kids taught to read via this approach will end up literate.
State education leaders will have to decide if their states are ready to move forward with consequences based on Common Core assessments.
Once educators and local (and state) officials see how poorly their kids do on tougher assessments and what the standards really require, they will start looking for better curricular materials and training.
In the preschool realm, the U.S. Department of Education has it outsourced the number-gathering to a prominent interest group in the field and it has allowed that interest group to add its own spin.
When it comes to the Common Core State Standards, Peggy Noonan is only about 60 percent right.
Teachers are expected to be all things to (almost) all youngsters, but most acknowledge that, while technology and small classes surely help, they do not feel like they’re differentiating all that well.
Is it legal to opt your child out of state tests? Should it be legal?
The K–12 education world brims with debates and dichotomies that get us into all manner of needless quarrels and cul-de-sacs, thus messing up every reform initiative and retarding progress.
The tough letter that senior House Republicans sent last week to Arne Duncan and Eric Holder should have been even tougher. For the “guidance” that their agencies issued to U.S. schools in the guise of improving school discipline can only make it harder for educators to create safe, serious, and effective learning environments.
“Controlled choice”restricts families’ education options and imposes a top-down, government-run, social-engineering scheme based on somebody’s view of the value of racial and socioeconomic integration.
For thirty years, Don Hirsch has tried to persuade policymakers to undertake perhaps the one reform we’ve never tried: the widespread adoption of a coherent, sequential, content-rich curriculum. What might change the outcome over the next thirty years?
Forgive an aging education-reformer’s reminiscences, but LBJ’s declaration of war on poverty shaped the next 50 years of my life.
I’ve visited eight countries to see how they educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S
Special education is in need of a top-to-bottom makeover that nobody seems willing or able to undertake. But some worthy repairs can be made around the periphery of current policy
Besides its influential teacher union, Taiwan has a powerful parent union that appears to cause at least as much harm as it does good.
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