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.
I’m interested in the arts and humanities because I’m interested in education including some understanding of the human condition. But I’m also interested in choice because that’s how I believe the humanities are most likely to be pursued and effectively promoted.
Despite state policy changes, many districts still don’t factor student growth into teacher evaluation ratings in a meaningful way.
Florida’s teachers union, school administrators association, and school boards association have sued to kill an education tax credit program that benefits 60,000 low income, mostly black and Hispanic children
When the court decides, as it almost certainly has to that, in fact, no one forced Louisiana or any other state to adopt Common Core, the most effective anti-Common Core argument goes, “Poof!”
Boston’s successful charter schools appear to be able to get students to know more stuff but do not improve their ability to think quickly, keep things in memory, or solve new problems.
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.