Here’s what the Common Core is designed to communicate: If your children are meeting the standards, it means they are believed to be on track for college and career readiness by the end of high school
If cities simply add more choice schools in the absence of changes to the enrollment process, parents can struggle to find information on schools, be forced to fill out widely varying school applications, and then receive a staggered barrage of acceptance and rejection notices.
Some fret that states that make the U.S. citizenship test a graduation requirement may be tacitly encouraging schools to abandon semester-long classes in civics. I’m skeptical.
Some reforms may exacerbate inequality because they don’t help every last needy student. But pursuing equity above all else could jeopardize the gains of some very needy kids.
Some education reformers and media outlets are already using the results of the new, tougher tests to brand schools as “failing” if most of their students don’t meet the higher standards.
How Illinois became one of the worst-funded states in the nation (pension-wise) and the consequences for the state’s education funding.
As the diversity of students in our schools continues to grow, the arguments for policies meant to improve representation among teachers have more and more evidence to support them.
What works in one place, at one time, for a certain community, will often turn out differently elsewhere.
Milestones seeks to demystify the Common Core standards with a free and engaging collection of short videos showing what grade-level work looks like
Teachers who perform well and want to teach beyond the prescribed plan retirement age shouldn’t be punished
Advice for superintendents on how to survive the education reform wars
School choice advocates should be very wary of the kind of right-of-center technocratic tinkering that has crippled school choice programs in Louisiana and Wisconsin.
We are moving kids beyond just giving answers to explaining answers. That certainly won’t be an easy transition, but it most assuredly is a necessary one.
Last week the U.S. Department of Education made a groundbreaking decision to allow four school systems in New Hampshire to pilot a new accountability regime based on a mix of local and state assessments.
The primary obstacle to faster progress in U.S. education reform is the infrastructure we never built for identifying what works.
As the traditional urban school district is slowly replaced by a system marked by an array of nongovernmental school providers, new policies (undergirded by a new understanding of the government’s role in public schooling) are needed.
I share critics concerns that early childhood learning is leading schools to take all the joy out of kindergarten, but I see no reason to blame Common Core for that.
We can provide more students with the teachers they need by leveraging online learning.
In its Spring issue, Education Next takes note of the 50th anniversary of a 1965 publication issued by the U. S. Department of Labor entitled “The Negro Family.”
This year’s budget request from the President includes a reduction in funds for the D.C. Opportunity Scholarship Program
Our focus on college is too narrow because it overlooks other critically important steps on the ladder to the middle class.
More time in school is not producing Americans with more or better skills.
A report from the Carnegie Foundation examines the history of the century-old Carnegie Unit and its impact on education reform in K–12 and higher education.
In Friedrichs, ten California teachers are arguing that agency fees (combined with onerous “opt-out” procedures) violate their rights to freedom of speech and association