Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Opponents of the Common Core question the idea of improving literacy by introducing higher levels of textual complexity into the instructional mix.
A federal appeals court has declined to rehear a case involving high school students who were not allowed to wear American flag shirts to school on the day of a Cinco de Mayo celebration.
The Fordham Institute and the National Alliance for Public Charter Schools will host a discussion on the health of the charter school movement on Oct. 1.
On October 2 at 9 am, Campbell Brown will be at AEI to discuss the Vergara v. California ruling and teacher tenure reform.
Mike Petrilli talks with Laurence Steinberg about his new book on what science tells us about adolescence.
These measures help to offer a more holistic take on the quality of a state’s school system.
Attorney General Eric Holder will resign as soon as a successor can be appointed, he announced yesterday. As Evie Blad notes on Politics K-12,” in the education world, [Holder] is perhaps best known for his efforts to address disproportionately high discipline rates for students from certain racial and ethnic groups.”
According to national data, four out of ten teachers will leave the classroom within five years. But turnover isn’t evenly distributed.
A new study looks at what happened to schools that failed to make adequate yearly progress (AYP) under No Child Left Behind and finds that some of the sanctions against these schools ultimately had a positive impact on student learning.
A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
The MCPS curriculum is weak when it comes to content in science and extremely weak in history.
Public sector unions praise Social Security. Except they don’t want it for all of their workers.
Fordham hosted a conversation with Elizabeth Green, author of Building a Better Teacher, on Tuesday, Sept. 2.
Well-designed applications and websites have allowed consumers to review easy-to-digest information like never before. Most parents, however, lack access to the useful information they need to determine how their child’s school is performing.
Mike Petrilli and Neal McCluskey discuss the Common Core State Standards Initiative on CSPAN’s Washington Journal.
Over the last month or so, there’ve been a number of notable stories highlighting the passing of the torch from urban districts to urban chartering.
In an op-ed in the Wall Street Journal, Paul Peterson looks at why it is so popular for politicians to call for more spending on schools.
Course access is a powerful tool to make particular courses available to students who otherwise wouldn’t be able to take them.
Charter schools and their teachers pay the same high employer and employee contribution rates as all other schools, but higher turnover rates mean their teachers will get much less in return.
We need more opportunities for education leaders to help their peers with solutions to the problems and barriers they confront as they move toward blended learning.
The Empire Center and several other organizations have published a database of New York teacher and administrator pensions that lists the pensions and service years of every member.
When Congress convenes in lame-duck status between November and January, taking up the future of NCES would be timely.
Developing teenagers’ self-regulation may require something other than parables, slogans, inspirational banners, and encouragement from compassionate teachers.
Those who see Common Core as a curricular monoculture, a boondoggle for publishers, or a violation of local control would do well to come to Reno.
Should all students be given a college-prep curriculum? College students share their views.
Mike Petrilli interviews Dana Goldstein about her new book on teachers.
Before receiving a federal grant that never needs to be repaid (as is the case with Pell grants and some loans), the recipient should demonstrate that they are worthy of support by passing an appropriate set of examinations.
Addressing the design flaws we have identified in teacher evaluation systems will bring districts closer to achieving the primary goal of meaningful teacher evaluation: assuring greater equity in students’ access to good teachers.
This testimony was presented before the Ohio House Rules and Reference Committee by Ze’ev Wurman, visiting scholar at the Hoover Institution, on Aug. 20, 2014.
IntelligenceSquared recently hosted a debate on the Common Core which featured two Ed Next editors – Rick Hess and Mike Petrilli – on opposite sides.
Never Diet Without a Bathroom Scale and Mirror: The Case for Combining Teacher Evaluation and the Common Core
Schools should seize this window of transition—when it is safest for teachers to ask for help (and for instructional leaders to offer it)—to completely reinvent the teacher evaluation process.
Leaders & Laggards grades each state on how it’s doing in 11 areas, using an A to F scale.
Pension benefit increases have been a painless way for politicians from both parties to provide something tangible to powerful interest groups without having to pay the costs immediately.
In its first venture into the world of K-12 education, EdX announced that it will release 26 free online courses covering AP and high school level material.
Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.
The moderating of the debate over the Common Core seems to be mirroring the field’s increased focus on implementation.
No one is seriously advocating for reducing the pensions of any individual teachers or retirees.
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.
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