There seems to be something very important about character skills in education even if we do not fully understand how to define, measure, or alter them.
What we teach our kids about responding to adversity says a lot about our vision of America.
When Jay Mathews looked at which school district had the smallest black-white achievement gap, he was surprised to find that it was Detroit, which he calls “our nation’s worst school district, or close to it.”
Grit is a personality trait, not a skill to be taught. It is highly heritable. We have no validated interventions for teaching it that can be used by schools.
Instead of obsessing over laws and regulations, should education reformers focus more on getting better information and resources into the hands of parents and teachers?
Great lessons may not add up to a great education. A great education is carefully mapped out.
Given that the problems with Common Core were predictable, why did they catch so many advocates off-guard?
With graduation rates at an all-time high, , but federal achievement data indicate that these students likely have no better math or reading skills than their parents did.
In an op-ed in the New York Daily News, RiShawn Biddle and Jeremy Lott argue for a new approach to boosting the number of high-quality teachers in our schools: “right-to-teach” laws.
A new report from the U.S. Department of Education finds that nearly 1 in 7 public school students miss too many days from school — at least 10 percent of the school year.
OER content gives schools and teachers instructional “Legos” that they can organize, revise, and combine more easily to create custom learning solutions that meet their students’ needs.
The MCAS was long considered one of the best tests in the nation. But last fall, the Massachusetts Board of Education decided to create a new test that would combine elements of the MCAS with elements of PARCC.
The real question is whether the California laws that were challenged by the plaintiffs in the case “inevitably cause” poor and minority students to be provided with a lower quality education, and the answer is Yes.
The no-excuses model ought to remain a sturdy pillar of the charter sector, but bona fide school choice means plenty of different options,
Last week, the Consumer Financial Protection Bureau proposed new regulations affecting payday loans. The CFPB argues that these loans are set up in a way that makes it very difficult for lenders to repay them, so people end up borrowing more and more and ultimately pay far more in fees and interest than they borrowed.
A few years ago, Benjamin Riley sparked a debate over personalized learning with a blog entry arguing “Don’t personalize learning.” Not long after, Riley and Alex Hernandez debated “Should Personalization Be the Future of Learning?” in an EdNext forum.
Three provisions in the new law might help states and school districts improve their systems of school finance.
Newly introduced federal legislation would make it easier for teachers to move to other states for teaching jobs without having to deal with licensure hassles.
Some of America’s highest-achieving schools are charters, but so are some of its worst.
Like No Child Left Behind, the proposed ESSA regulations are going to stand in the way of some promising approaches to state accountability. What’s the point of that?
On Thursday, the U.S. Department of Education released draft regulations spelling out what states need to do to comply with the accountability provisions of the new federal education law, the Every Student Succeeds Act.
ESSA has real potential for states and districts that want to leverage Title I to expand choice and enlarge their capacity to serve students otherwise stuck in struggling schools.
Our new analysis shows that demographic change explains some, but by no means all, of the increase in scores.
How education reformers can work to improve learning besides pushing for policy changes.
How should public policies address inequities across schools and districts? American Federation of Teacher President Randi Weingarten says we hold schools accountable for how much money they have and the types of programs they build with that money.