A conversation with Laura Bush
A conversation with Cami Anderson
A conversation with Jeb Bush
A conversation with Chris Cerf
A conversation with Whitney Tilson
A conversation with John White
With Steiner’s sudden resignation, will the state continue its Race to the Top?
How the Christian Brothers came to start two charter schools in Chicago
If you love bungee jumping, you’re the middle school type
Lacking nuns and often students, a shrinking system looks for answers
Reformers in New York’s capital have brought high-quality charter schools to scale, giving hope to a generation of disadvantaged kids.
The case for single-sex schools
The mayor, the schools, and the “rinky-dink candy store”
Not much in public schools
Technology meets abstinence education
Lessons from life in public office
While there is no secret sauce for creating schools that close the achievement gap in poor urban neighborhoods, there is certainly a great deal that a school can do short of busing in white students.
A knockout story in The Atlantic by education journalist Peg Tyre describes the wonderful turnaround of a Staten Island high school that the turnarounders attribute to a writing program.
The new CTU contract will not have “phony” merit pay (differentiated pay) but will have the “real” thing (school autonomy).
The reason we are so transfixed by Chicago is that the deal being hammered out now will be a game-changer.
The walk-out may tell us more about the power of politics than about the issues facing our nation’s schools.
Shouldn’t every American citizen have a right to the best education we can deliver?
A couple of reports last week reanimated the debate about what to do with Catholic schools, which have been hemorrhaging students for the last couple of decades.
Rigorous and consistent attention to academic discipline helps ensure a culture of respect where behavioral discipline is less necessary.
We should surely understand how far the reform movement has gone in transforming public perception of teacher unions and their role in education, but we should also appreciate how big and scary the unions still are.
Given that our public education system is failing too many children, why wouldn’t one consider doing something different? We should at least ask the right questions. Does the free market work? Why not run schools like a business? What’s wrong with profit?
This week Chris Christie signed legislation that creates a new teacher-rating scheme and also streamlines the process for firing both teachers and administrators.
It started as a fairly typical funding-equity lawsuit and ended with a startling Wall Street Journal headline, “Michigan City Outsources All of Its Schools.”
The pendulum might be swinging, ever-so-slightly, toward the believers (in school).
Schools can boost social mobility, but only if they value merit and knowledge
The terrible consequences of family breakdown are certainly upon us, but if this recent spate of teeth-gnashing over the growing social mobility gap is any indication of where the country is, I’d say the country still doesn’t get it.
Of the papers presented at Fordham’s Rethinking Education Governance for the 21st Century, one that had particular resonance for me was Rick Hess and Olivia Meeks’s analysis of the school district dilemma.
At some low point in my tenure on the board of education in my small school district, a friend advised, “Don’t worry. You are like gravity. They always know that you are there.”
It is the existential question of school board membership: Can you suggest improvement without appearing to criticize the current administration, the current system?
To have gotten this far on the accountability track is good news. But we surely seem to be a long way from getting our children the kind of educational protection that even restaurant patrons receive—not a healthy illustration of our public priorities.
The good news is that we have two trends that are gaining ground on the monster that is our education system: a renewed appreciation for content and the new market mechanisms (i.e. choice) that incentivize innovation and renewal.
Passing a set of historic reform bills last week, the Louisiana legislature handed Gov. Bobby Jindal and his new education chief, John White, the keys to reform city.
The three have formed a group that intends to raise $10 million annually for the next five years to lobby the New York State legislature to protect the reform initiatives launched by Klein and Michael Bloomberg in New York City and promote reform throughout the state.
As was widely reported Jeb Bush endorsed Mitt Romney yesterday. The Times called it a “coveted endorsement”—and indeed it is, no matter how much fun Rick Santorum and Newt Gingrich had at poor Eric Fehrnstrom’s expense.
The big news last week was the release of data by the U.S. Department of Education showing that, as the press release stated: “Minority students across America face harsher discipline, have less access to rigorous high school curricula, and are more often taught by lower-paid and less experienced teachers.”
In Part 1 of my New York City teacher evaluation commentary, I explained the judicial decision which determined that the public had a right to know how individual teachers were doing. Most tellingly, perhaps, was Judge Kern’s dismissal of the argument that flaws in the data mattered to her decision. Referring to a previous ruling [...]
It is possible that in a different era, a court might very well have concluded that releasing teachers’ names was quite insane. But while this lower court decision (there are, in New York, several higher courts) will not prove to be a major marker in educational jurisprudence, it does show how far we have come in righting a long-listing ship.
What worries me about the reasoning of some of the anti-Common Corers is that they seem to confuse a popular national trend with nationalism
The point of a liberal arts education—and I include math and science in that education—is to teach some eternal verities so that, when the surface world changes, as it tends to do, we have citizens that possess the most important skill of all: the ability to adapt.
Why have we given up on the idea that education can be the “great equalizer”? The answer, I believe, is that we have accepted the “materialistic fallacy.” We have taken results of our education ineptitudes—more poverty—and made them the cause of them.
It is a shame that in 2012 educators continue to ignore the importance of background and domain-specific knowledge as the essence of reading—and of a good education.
In case you missed them, a few notable events from the last month (or so): An amazing story from Erik Robelen at Education Week begins… Overriding the governor’s veto, New Hampshire’s Republican-led legislature has enacted a new law that requires school districts to give parents the opportunity to seek alternatives to any course materials they [...]
It is not so much that “reform has to go beyond charters” as it is that real reform must embrace choice—choice at the individual level.
We shall see tomorrow night, but this is already looking to be the Year of the Education Governor. With NCLB being pummeled from left and right and Race to the Top in suspended inanimation, the feds seem unusually quiet, if not on the run.
The best way to honor Martin Luther King would be to commit ourselves to delivering a rigorous, comprehensive, and, ultimately liberating education. Indeed, it would be the best way to let freedom ring for future generations.
That’s the headline above Paul Peterson’s better-than-nifty essay on the Ed Next blog.
My friend Robert Pondiscio and I went head-to-head in a weeklong Facebook exchange about poverty and education over the holidays. Part of the debate was spurred by a draft of his recent Core Knowledge post on “ Student Achievement, Poverty, and ‘Toxic Stress.’” It is well-worth a read. Robert keyed in on a recent study [...]
The responses to New York Governor Andrew Cuomo’s recent claim that he was going to be a lobbyist for public school students because no one else was reminded me of the old television game show, “What’s My Line?” wherein a celebrity panel got to quiz three contestants and then guess which one actually performed the job they all said they performed.
Amidst lots of recent drama about teacher evaluations came a wonderful report by Sam Dillon in the New York Times: In Washington Large Rewards In Teacher Pay.
A fascinating story in the New York Times about schooling in India has a few things to teach American educators; mainly, that the poor really do want a good education.
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