The effort to push underprepared students into academic courses has driven the rigor out of many textbooks and classrooms
This testimony was presented in Ohio by Williamson Evers, Research Fellow at the Hoover Institution, on November 20, 2013.
We are living in Obama era of federal over-reach, and we don’t know how influential these current efforts at federal direction of K-12 curriculum will be. But the lesson of history is that what looks like a federal educational Juggernaut today can crumble tomorrow.
On Tuesday, Nov. 1, a group of parents and taxpayers sued the Los Angeles Unified School District (LAUSD) to make the district follow the law, by evaluating teachers based on how much their students have learned.
It is worth the time to remind ourselves what some of Tocqueville’s insights were. Once we do, we can consider the Obama administration’s current nationalization of K-12 public-school curriculum, with Tocqueville’s insights in mind.
Undermining California’s (and America’s) Competiveness: Gov. Jerry Brown Approves National Science Standards – Fuzzy, Anti-Truth, & Mathless
It is hard to think of something that could be more important than teaching the subject-matter of science well. California and American K-12 students need to learn science content that is the most rigorous in the world, and teachers need to teach K-12 science in the most effective way possible.
All sides agree that the machinery of NCLB has gotten old, and problems have arisen. But in the name of addressing these problems, Obama administration officials have arrogated to themselves the authority to rewrite the law. It is wrong for them to use waivers as a means to force states to adopt substantive policies that aren’t in the text of NCLB.
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