Over the years, legislators increased pension benefits significantly, but they have not distributed those increases evenly to all teachers.
On September 8, “Saving Schools” launches. Four (free!) mini- courses on “History, Politics and Policy in U. S. Education”
How could I be disposed to preserve venerable institutions and yet favor dramatic K–12 change?
On August 1, Chester E. “Checker” Finn, Jr., will step down from his role as founding president of the Thomas B. Fordham Institute, passing the baton to Michael J. Petrilli. Here is his “farewell address” as president.
Vergara precedents are multiple, judge's actions restrained
Vergara precedents are multiple, judge’s actions restrained
Monday’s Politico story on the messaging battle over the Common Core has kicked up another round of recriminations, particularly on the Right.
When policy discourse is taken over by slogan-speak, it undermines the credibility of future attempts at serious policy discussion.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
What is the benefit conferred by preschool if there’s no school after the pre?
What President Obama termed “the most meaningful education reform in a generation” has proven to be more a cautionary tale than a model.
Our finding that charter school sectors in all 28 states that we study demonstrate higher productivity and/or return on investment than their traditional public school sectors has ruffled some feathers at the National School Boards Association.
As states revamp their teacher evaluation systems, they continue to search for that magic number: the percentage of a teacher evaluation rating that should be based on student academic performance.
Gene Maeroff was an education reporter for the New York Times who later served as founding director of the Hechinger Institute and wrote a number of books about education policy. He died last week in New York at the age of 75.
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.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
In a post on Vox.com, Libby Nelson notes that the average teacher with a bachelor’s degree and 10 years of experience earns less than $40,000 in many states, and that “relatively low salaries for experienced teachers with bachelor’s degrees are the norm, not the exception, in the US, according to a new report from the Center for American Progress.”
On Thursday, Paul Ryan announced a new anti-poverty plan in a speech at AEI.
Elizabeth Green’s story for Sunday’s New York Times Magazine, “Why Do Americans Stink at Math?” is a must-read. But for all the time Green spends documenting the ways Americans stink at math, she never mentions that we’ve gotten much better.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
Some Tennessee districts are much better at retaining highly effective teachers than others.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
The path on which Gove and his predecessors placed English education resembles the path taken by U.S. education reformers.
Where is the “plain language” of ESEA that gives the Department of Education the authority to mandate statewide teacher-evaluation systems, particularly for states that want waivers on school accountability. Just as with ObamaCare and the question of whether the federal government is a “state,” the administration won’t have a good answer.
Across all 28 states in the study, public charter school sectors were more cost effective and/or generated a higher return on investment (ROI) than traditional public schools