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.
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.
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.
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
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
Last week, Slate published a critique of Sweden’s school choice program that managed to be both inaccurate and fallacious.
Rachel Aviv’s article about a cheating scandal involving teachers at one middle school in Atlanta is very well-written, but the sources of the pressure on Atlanta teachers and principals to improve and the threat behind it are more complex than NCLB alone.
An alternative school in Boston offers flexibility in pacing, help when students need it, and the chance to continuously reengage on material even if you didn’t master it the first time around–in all, the flexibility, support, and hope that human beings, and particularly teenagers, crave.
Screenings of “We Will Not Conform” might channel populist angst on the right against the Common Core, but they do nothing to address the very real concern that inspired the Common Core in the first place — the fact that standards for what kids should know varied wildly across the states — or to propose alternative standards.
We may be in a transformative period fueled by a kind of restlessness that nobody is getting accountability right, the achievement problem remains, and ideas are not manifold about what to do next.
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
Last summer, Tony Bennett resigned the Florida superintendency when slammed with alleged improprieties from his tenure as Indiana state chief. Last week, he was cleared of all but one very minor charge.
There’s lots of important work out there aimed at improving the way the charter sector works, but it often gets overshadowed by articles that are just thinly veiled attacks on the idea of charter schooling.
Different reformers prefer different reforms, and those reforms are colliding. Something has to give. We need to either pause the move to the tougher tests or pause the stakes attached to the teacher evaluations.
Do we really want government agencies to oversee and regulate private schools that participate in choice programs?
Of the college graduates who became teachers, 30 percent left within six years.
A look at key curricular decisions that will be encountered as CCSS makes its way through the school system and the potential political controversies that this process may provoke.
Perhaps the historic coupling of the NEA and the Democratic Party is loosening a bit.
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
Are state pension plans a recruitment or retention incentive for teachers? It’s complicated, but many of the claims about the value of pensions don’t stand up to scrutiny.