In the Washington Post, Jay Mathews argues that smart students will probably do just fine attending regular schools. Warren Buffett did! A study published in Education Next found that attending a gifted and talented program did little to accelerate the progress of high-achieving students.
A front-page article in the New York Times looks at efforts to enroll more minority students in Advanced Placement classes. Andy Mollison wrote for Ed Next about the explosive growth of the AP program and at whether the high academic standards of the program are being maintained.
Tom Loveless on NAEP, Emily Richmond on class size, Rick Hess and Mike McShane on the Common Core, and more
The U.S. Department of Education is partnering with the NEA, the AFT, Teach for America, Microsoft, and other organizations to launch a public service campaign aimed at attracting high-achieving college graduates to a career in teaching.
We’ve taken care of policy in lots of places but implementation is a major challenge
In team-based models, schools add new paraprofessionals to teaching teams to do teachers’ administrative paperwork and oversee skill practice, project work, and digital instruction at school.
It’s hard to make the case that this massive program had a transformative influence on the state’s most troubled schools.
Transforming from a time-based to a competency-based system upends the traditional culture, structure, and schedule in schools and districts. Bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias.
Visiting Scholar, Hoover Institution
This testimony was presented in Ohio by Ze’ev Wurman of the Hoover Institution on November 20, 2013.
In the New York Times, Brian Kisida, Jay Greene, and Daniel Bowen describe a random assignment study of the impact of field trips that finds that students who visited an art museum “demonstrated stronger critical thinking skills, displayed higher levels of social tolerance, exhibited greater historical empathy and developed a taste for art museums and cultural institutions.”
The data are so discouraging that even the Department’s press statement found it difficult to conceal disappointment.
Schools can boost achievement by giving the most effective teachers larger classes than the least effective teachers.
Families are becoming smarter and pickier customers. Why has the faith-based schools community barely reacted or adapted to this new environment?
Poor children deserve effective programs, not just programs that are well-intentioned.
The Justice Department has dropped a suit aiming to block Louisiana’s school voucher program, but as Michael Warren notes in the Weekly Standard, the legal battle is far from over. On Friday, the Justice Department will make its case for a federal review of the voucher program.
Testing requirements are a concession that should only be granted if necessary to expand choice. And a requirement that choice schools take any one of a long list of standardized tests is much more desirable than requiring the state test.
Eleven students this year received perfect scores on the Advanced Calculus AP exam this year, and one of them was a high school freshman. Fifteen-year-old Eric Kim of BASIS Scottsdale answered every multiple choice question correctly and earned the maximum score on each of the essays.
This testimony was presented in Ohio by Mike Petrilli, executive vice president of the Thomas B. Fordham Institute, on November 20, 2013.
This testimony was presented in Ohio by Williamson Evers, Research Fellow at the Hoover Institution, on November 20, 2013.
The move to blended learning matters because learning science has long told us that students learn at different paces, have different working memory capacities, and possess different background knowledge when they enter a learning experience.
The power of blended learning—to let students learn individually paced basics online, so teachers can focus on personalized, enriched face-to-face instruction—can bring excellent teaching to more students, and enable all teachers to earn more.
Parents are reacting to a comment by Arne Duncan that some of the opposition to Common Core standards comes from white suburban moms who are upset that their children are not doing well on the new common core-aligned tests.
Manufacturers have been hoping that kid-friendly tablet computers will gain market share, but many families seem to prefer full-scale tablets for their kids.
The administration wanted us to believe it had a smart, coherent vision and clear implementation plan for its federal education policy…until we realized it didn’t.
The main reason there’s been so little achievement gain over the past few decades arising from the reforms that so many of us have been pressing is precisely because neither curriculum nor instruction much changed.