Over the last month or so, there’ve been a number of notable stories highlighting the passing of the torch from urban districts to urban chartering.
Course access is a powerful tool to make particular courses available to students who otherwise wouldn’t be able to take them.
Charter schools and their teachers pay the same high employer and employee contribution rates as all other schools, but higher turnover rates mean their teachers will get much less in return.
When Congress convenes in lame-duck status between November and January, taking up the future of NCES would be timely.
Developing teenagers’ self-regulation may require something other than parables, slogans, inspirational banners, and encouragement from compassionate teachers.
Those who see Common Core as a curricular monoculture, a boondoggle for publishers, or a violation of local control would do well to come to Reno.
Before receiving a federal grant that never needs to be repaid (as is the case with Pell grants and some loans), the recipient should demonstrate that they are worthy of support by passing an appropriate set of examinations.
Addressing the design flaws we have identified in teacher evaluation systems will bring districts closer to achieving the primary goal of meaningful teacher evaluation: assuring greater equity in students’ access to good teachers.
Pension benefit increases have been a painless way for politicians from both parties to provide something tangible to powerful interest groups without having to pay the costs immediately.
Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.
The moderating of the debate over the Common Core seems to be mirroring the field’s increased focus on implementation.
No one is seriously advocating for reducing the pensions of any individual teachers or retirees.
The trickle downward of university curricular mischief into our schools and other institutions continues unabated, and it’s not a problem that the College Board alone can solve.
If one judged public opinion by conventional public discourse, one would soon conclude that parents in the United States are neatly divided between devotees of district-operated schools and choiceniks determined to avoid them. But Americans are a good deal more practical than that.
Barbara helped create the K–12 online-learning movement, a powerful disruptive force that has the potential to create a more personalized and equitable education system that is student-centered so that all students can succeed.
Transportation is a significant roadblock to exercising educational choice, but a new technology promises to greatly expand the number of schools that are logistically feasible for students to attend.
On Politico’s list of fifty “thinkers, doers and dreamers who really matter,” sharing the number eight spot are E.D. Hirsch and David Coleman, the principal author of the Common Core State Standards in English Language Arts.
When the public is led to believe financial issues are the only problems with today’s pension plans, financial issues will be the only problems legislators seek to address.
Nationalizing standards and tests would eliminate them as differentiated school-reform instruments that could be used by states in competition over educational attainment.
A raucous debate has emerged over the Common Core, a debate been marked by acrimony rather than analysis, but there is hope that both sides want a reset.
Contrary to claims that teacher evaluation reforms are leading to strict, one-size-fits-all policies, data suggests that local districts are implementing state-based teacher evaluation reforms inconsistently.
The real innovation behind Summit Public Schools’ work is that it appears its teachers and leaders are beginning to identify, in this new context, what role to play when and for which students.
Graham was as close to a Renaissance man as we have known in person.
Our challenge as reformers is, first and foremost, stopping the one-size-fits-all policies, the top-down mandates that apply to all schools, in all situations
Left unchallenged, pat phrases allow wishful thinking to stand in for messy realities.