The term “competency-based” often describes a wide range of classroom practices, but schools that call themselves competency-based may not subscribe to all such practices.
I was part of a team of 14 teachers from across New York City that put the typical rhetoric aside and paired our collective experience with the existing body of research about standardized assessment to create a series of recommendations.
The California Charter Schools Association just released our 4th annual Portrait of the Movement report which covers what has happened in California’s charter school movement over the past five years, why it happened, and what can be done to ensure continued growth and momentum.
Secretary Duncan’s reflective take on testing can delay, but cannot resolve, the reckoning that seems to be at hand.
We are witnessing a particularly exciting breed of edtech that focuses on relationships and networks as much as academic content and assessment.
What’s really driving Philadelphia’s budget woes? The same growth mismanagement plaguing Pennsylvania statewide.
There is a yawning gap between the stirring language in state constitutions promising great primary and secondary schools and the nitty-gritty work of actually living up to that responsibility.
Differences between the two polls derive from the questions that are asked and the way in which they are posed.
New York’s latest round of state test results were released last week and the biggest news is the scores posted by Success Academy.
Districts should consider paying principals more to attract strong candidates. Rather than paying principals substantial retirements at the back end, districts can pay more upfront in salary.
Results from the annual Education Next poll are out and the news is not good for proponents of the Common Core.
The 2014 Education Next survey was released today. Check out our infographic interpretations of the results.
Why do American public schools spend more of their operating budgets on non-teachers than almost every other country in the world, including nations that are as prosperous and humane as ours?
The belief that a particular approach to mathematics instruction—referred to over the past half-century as “progressive,” “constructivist,” “discovery,” or “inquiry-based”—is the answer to improving mathematics learning in the U.S. is not supported by evidence.
Common Core’s hardened factions—Champions and Dissidents—appear to separate themselves on at least three worldviews relating to K-12 education
The new conservative approach attempts to advance positive change, not through massive new federal programs or fanciful technical solutions but via traditional, experience-informed means.
The bottom line: the tests are hard, as expected, but the choice of texts needs work.
How can we make sure that the major elements of the policy agenda fit well together and are not working at cross-purposes?
As blended learning continues to grow, one of the challenges education leaders are facing is the fact that knowledge of the concept spreads faster than expertise on how to foster and support it.
On paper, the Democratic Party and huge swaths of black and Hispanic families craving better school options for their kids have been on a collision course for years.
Education reform has never thoughtfully discussed, much less enumerated, what ought to be conserved.
Our study did address all three ways in which peer influences might make a difference in KIPP’s success, but reached its clearest conclusions about the effects of student attrition and replacement patterns.
The new study is far less definitive than advertised because it addresses, at most, only one of the three ways in which peer influences might make a difference in KIPP’s success.
There’s little reason to expect that century-old assumptions about how to organize and deliver schooling are the smartest way forward.
I consider myself a proud progressive Democrat. However, I find myself on the outside of my party while defending the most progressive stance I have ever taken.