Michael J. Petrilli
Education coverage is on the rise
School districts and teachers unions are fighting charters with renewed energy.
What autonomous automobiles will mean for adolescence
Among news media, competition less important than achievement gap
Education Next talks with Ben Austin and Michael J. Petrilli
Forum: Pulling the Parent Trigger
How “narrowcast” is the education policy debate?
Surprise! The press paints a distorted picture
Does the reality match the rhetoric?
Improving our schools in 140 characters or less
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 A Battle Begun, Not Won by Paul E. Peterson, […]
Using video recordings to evaluate teachers
Educating high and low achievers in the same classroom
Why 2010 is a banner year for the education documentary
Interactive and expensive, whiteboards come to the classroom
The charter school movement turns 14
this year, and its behavior, some might say, is “developmentally
What happens when the education reporter goes away?
A peek inside the education blogosphere
Online training is the norm in other professions. Why not in K–12 education?
Newspaper editorialists support charter schools, split on NCLB
Assessing the online encyclopedia’s impact on K–12 education
Talk radio’s take on K–12 education
New technologies target teacher performance
Implementation is not the problem
Quality data and sound analysis matter, after all
Hollywood and Hip-Hop Discover Charter Schools
Schools get an A in resisting reform.
Will NCLB’s restructuring wonder drug prove meaningless?
The case for national standards and tests
The Department of Education’s Civil Rights Division is taking on tracking and ability grouping in school districts where they lead to unequal racial representation in high-level classes, charging that black students are not being provided an equal opportunity to participate in advanced learning opportunities.
Because there are achievement gaps at Sawgrass Elementary School, the folks in Washington don’t think this school deserves an A.
With a few exceptions, most of the races decided yesterday didn’t hinge on education reform. But the outcome will have big implications for education policy nonetheless.
There’s been no problem too big or too small for Arne Duncan’s Department of Education to tackle. His Office of Civil Rights has been a prime example of executive overreach and federal interference run amok.
At one elementary school, the average income is almost $250,000 per year. Is this school really more “public” than an inner-city Catholic school serving poor minority children? The public spends $12,000 per child on the former and $0 per child on the latter. Tell me again why that’s fair?
When designing accountability systems, we need to find the sweet spot between defeatism and utopianism. In my view, that’s exactly what the states are trying to do. They deserve our praise, not our derision.
I’d love to see charter associations ask OCR to investigate states that don’t do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.
The MCPS curriculum is weak when it comes to content in science and extremely weak in history.
A raucous debate has emerged over the Common Core, a debate been marked by acrimony rather than analysis, but there is hope that both sides want a reset.
Graham was as close to a Renaissance man as we have known in person.
Our challenge as reformers is, first and foremost, stopping the one-size-fits-all policies, the top-down mandates that apply to all schools, in all situations
Results from the annual Education Next poll are out and the news is not good for proponents of the Common Core.
How can we make sure that the major elements of the policy agenda fit well together and are not working at cross-purposes?
It’s August, which can only mean one thing: it’s time for our annual list of top education-policy Twitter feeds.
Monday’s Politico story on the messaging battle over the Common Core has kicked up another round of recriminations, particularly on the Right.
Where is the “plain language” of ESEA that gives the Department of Education the authority to mandate statewide teacher-evaluation systems, particularly for states that want waivers on school accountability. Just as with ObamaCare and the question of whether the federal government is a “state,” the administration won’t have a good answer.
Different reformers prefer different reforms, and those reforms are colliding. Something has to give. We need to either pause the move to the tougher tests or pause the stakes attached to the teacher evaluations.
President Obama’s policy will have a predictable effect: eliminating suspensions and expulsions as an option for school administrators.
In which states and cities are high-quality charter schools thriving, and what policies make the charter sectors in those states so strong?
Tenure is just one part of a dysfunctional approach to human resource management in U.S. schools that needs a complete overhaul.
It’s a myth that district schools “serve all comers.” They simply don’t. Nor should they. Every child deserves to have his or her needs met, but not necessarily under the same roof.
One of the great unanswered questions in American education policy is why the major gains we’ve seen on the Nation’s Report Card in the fourth and eighth grades evaporate once students reach the twelfth grade.
Common Core will not lead to a national curriculum. Local control is alive and well, as it should be. But that’s not to say anything goes in the Common Core era or that changes to teaching and learning aren’t needed.
As legislatures wind down their spring sessions nationwide, Oklahoma is one of the few remaining states with an ongoing, unresolved debate over the Common Core State Standards
What should we do with these students while they are in high school? What education offerings would benefit them the most?
Standards-based reform and school choice are interdependent, maybe even codependent.
Is exactly what we should be telling a lot of high school students.
There are vast differences between ObamaCare and the Common Core when it comes to federal involvement.
Those who criticize the Common Core standards for asking kids to estimate the answer to a math problem get a few things wrong.
If you want to understand why supporters of the Common Core are frustrated—OK, exasperated—by some of our opponents’ seemingly unlimited willingness to engage in dishonest debate, consider this latest episode.
The U.S. Department of Education issued new guidance for the Public Charter Schools Program that will allow charters to use “weighted lotteries” without forfeiting their chance to receive federal start-up funds.
If DCPS wants to have diverse schools among its ranks, it’s going to need some help from public policy. Controlled choice is one way.
Students receiving publicly funded scholarships or vouchers should take state assessments and that the results should be reported publicly.
The so-called War on Poverty has been fantastically successful at eradicating poverty among the old and devastatingly miserable at eradicating poverty among the young.
No, we did not achieve universal proficiency by 2014. But that doesn’t mean that students haven’t benefited from the law and its associated reforms.
With winter break upon us, parents face a multitude of decisions. Will we let our kids watch TV? How much? Which shows? Play video games? Which ones? Watch sports?
Any gains provided by a massive new investment in preschool will quickly fade away if Mayor de Blasio doesn’t also tackle New York City’s mediocre elementary schools.
The SIG analysis released by the Department of Education is completely worthless. Looking at changes in proficiency rates tells us virtually nothing about the progress (or lack thereof) of these schools.
What’s a better hypothesis for the lackluster math performance of our fifteen-year-olds? Maybe we’re just not very good at teaching math, especially in high school.
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