Will high-flying charters see their low-income students graduate?
Review of Doug Lemov’s Teach Like a Champion
George Lucas reimagines the American classroom
It’s long past time to recognize that reading tests don’t measure what we think they do.
The overheated rhetoric around Common Core elides the fact that it incorporates several fundamentally sound and long-overdue ideas that have gone missing from our schools for decades.
Complaints about close reading bother me less than its potential overuse, or the creeping notion that close reading is what all reading instruction should look like under Common Core. That would be bad for the standards, and even worse for reading achievement in the U.S.
Opponents of the Common Core question the idea of improving literacy by introducing higher levels of textual complexity into the instructional mix.
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.
On Politico’s list of fifty “thinkers, doers and dreamers who really matter,” sharing the number eight spot are E.D. Hirsch and David Coleman, the principal author of the Common Core State Standards in English Language Arts.
When the court decides, as it almost certainly has to that, in fact, no one forced Louisiana or any other state to adopt Common Core, the most effective anti-Common Core argument goes, “Poof!”
Secretary Duncan’s reflective take on testing can delay, but cannot resolve, the reckoning that seems to be at hand.
New York’s latest round of state test results were released last week and the biggest news is the scores posted by Success Academy.
The real challenge for conservatives has less to do with the nature of school reform than ensuring that the public and private functions served by education are brought into proper balance.
The bottom line: the tests are hard, as expected, but the choice of texts needs work.
Any pedagogy, curriculum, approach, or technology has to be within the skills of ordinary teachers to implement well and effectively. If it takes a superstar teacher it’s a nonstarter.
We know for a fact that “balanced literacy” has had little effect on closing stubborn achievement gaps. So why is New York City Schools Chancellor Carmen Farina bringing it back?
Common Core supporters should be showcasing lessons that represent a sharp break with the skills-driven, all-texts-are-created-equal approach that has come to dominate too many classrooms.
Ask a teacher about his or her first year in the classroom and you’ll hear, either with a smile or a shudder, how “nothing prepared me for my first year as a teacher.”
Our elite universities, should they wish, could end epic oversharing, help student writing, and improve college readiness in one fell swoop.
Steve Farr’s Teaching as Leadership lives in the shadow of Doug Lemov’s Teach Like a Champion
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