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?
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.
Research that shows that, on average, a particular approach worked, may be masking a deeper understanding that is critical so that all students—not just most students—succeed.
This is the last issue of Education Next for which I will serve as editor-in-chief.
A new AEI study analyzes the 2015 charter school coverage from a number of influential media outlets.
Louisiana has decided that all New Orleans charter schools now overseen by the state’s Recovery School District will be placed under the control of the local school board.
Can the portfolio strategy in New Orleans still fog a mirror, or is it dead as Jay Greene has just announced? It looks pretty lively, with all public school kids in charter schools and results improving steadily.
If states continue to preserve their existing pension systems at any cost, teachers will see the Pension Pac-Man eat further and further into their take-home pay.
Expecting teachers to be expert pedagogues and instructional designers is one of the ways in which we push the job far beyond the abilities of mere mortals.
Is Dumping the District the Way to Break the Link between Socioeconomic Status and Student Achievement?
If we know that high-performing, high-poverty schools are possible, why is it that not a single urban district in this entire nation has been able to bring those results to scale—even after fifty years of effort?
For all their differences, George W. Bush and Barack Obama shared a surprisingly common approach to school reform: a regulatory approach.
Despite the conventional wisdom, there’s very little evidence that current education policies are driving teacher turnover.
Simply asking what works stops short of the real question at the heart of a truly personalized system: what works, for which students, in what circumstances?
The onset of chartering was no lightning bolt. This audacious innovation had multiple ancestors and antecedents.
The fundamental organization of our school system—a patchwork of 14,000 school districts with geographic monopolies over the residents who live within them—contributes both to spending and educational inequities.
To show our appreciation for all the great teachers out there, we’ve pulled together some of our favorite articles that we think teachers might enjoy.
Can personalized learning schools sustain expensive staffing models and technology costs after private funding runs out?
Children’s ability to understand what they read is intimately intertwined with their background knowledge and vocabulary. If a child is not broadly educated, he won’t be fully literate.
Duncan decried the “dysfunction” in Washington. But surely impugning the “motivations” of our political opponents doesn’t help to add function.