How can we create an accountability system that empowers excellent educators to create top-notch schools while ensuring a basic level of quality for everyone.
An interview with Tim Daly, President of TNTP
Evidence suggests that Americans have been wise enough to ignore the woefully misleading information about student proficiency rates generated by state testing systems when forming judgments about the quality of their state’s schools.
Will we still need teachers as digital learning rises?
Reviewing her new book for The New Republic, Nick Lemann wonders why Michelle Rhee has become the standard bearer for education reform.
A few elite institutions at both the grade-school and college levels are doing better than ever. But their health conceals the collapse of private-sector options in the U.S.
Will testing and accountability make matters worse? No, they will make matters marginally better.
This revealing back-and-forth with the United States Department of Education is the third and final installment in our testing-consortia series.
There is no evidence that private schools in the Milwaukee voucher program discriminate against students with disabilities, but there is a great deal of misunderstanding about what the law requires.
The findings reported here indicate that it is unlikely that charter schools—a prominent effort to increase school choice, especially for students from disadvantaged backgrounds—are making the problem worse.
The second installment of my testing-consortia series is a conversation with Smarter Balanced.
The What Works Clearinghouse declared the voucher study to be “a well-implemented randomized controlled trial.”
Parents have new options for patching together a truly superior education plan for their kids, regardless of neighborhood.
An interview with PARCC, one of two consortia of states funded by the federal government to develop “next-generation” assessments aligned with the Common Core State Standards.
In poor countries in Africa and South Asia, private schools exist for families of all social classes.
Rich parents are obsessed with their children’s social and intellectual development. They are spending dramatically more time parenting. How can we help poor kids catch up?
Why so bleak about parent triggers?
All too often, products and services in the education market are not informed by what we know about learning.
Imagine the creation of a virtual school district. It wouldn’t have any actual students, teachers, buses, or facilities, but it would have a school board, a superintendent, and a central-office staff.
Big happenings on the urban-schools front. In recent weeks, numerous cities have announced they’re looking for new district leaders.
The federal government should inject an element of merit into the selection of Pell
Hispanic students have now passed white students as the largest ethnic group in Texas schools, making up almost 51 percent of public school enrollment.
When a group of state leaders, many of them Republicans, can come together to set expectations for the curricular core that surpass what most of them set on their own, conservatives ought to applaud, not lash out
Today’s blended models will likely fall short unless they include excellent teachers playing instructional and team leadership roles that maximize technology’s impact in tandem with their own.