Rather than accept a future of low-skill, low-wage work for our impoverished young people, education reformers aspire to build their “human capital”–their knowledge, skills, capabilities, talents, habits, character–so that the labor market will one day repay their contributions to society with a wage that far exceeds any minimums.
Everyone I know who works on systemic reform cares deeply about what happens in the classroom. But everyone specializes in one way or another.
Schools of choice appear to be open to students with disabilities but aren’t as bureaucratically inclined to label students as disabled as are traditional public schools.
In the name of civil rights, the U.S. Department of Justice (DOJ) is seeking to keep low-income black students in Louisiana from attending the schools of their choice. However, new research shows that Louisiana’s school choice program improves racial integration.
There’s no reason to believe that the absence of high school sports explains the difference between student achievement in the US and countries like Finland and South Korea.
If we want to help disadvantaged urban kids, we must stop propping up the failed urban district.
New school models that allow all teachers to succeed in teams increase the odds of widespread improvement in teaching and learning.
Are you a regular reader of Education Next? Or just an occasional reader? Either way, please tell us what you want to read about in the year ahead.
Andy Smarick interviews Scott Morgan, founder and CEO of Education Pioneers
While Arne Duncan continues to champion ideas that enjoy bipartisan support, his methods have become increasingly imperious.
A response to Deborah Meier
Perhaps we should add “coping-with-boredom” to the list of college-readiness indicators, and K – 12 pedagogy should temper the quick and easy tactic of relevance.
Tucked away in Amanda Ripley’s pages are a number of examples of how Finland, South Korea and Poland organize and govern their education systems, and these are illuminating as well as actionable in the policy realm.
As states plan for new Common-Core-aligned student assessments in the spring of 2015, policymakers are struggling to transition their testing and accountability programs.
Douglas County suggests that the familiar paradigm of urban reform, which has driven so much of the K-12 agenda in the past decade, may be an uncomfortable or problematic fit in suburban districts.
A response to Diane Ravitch
Don’t call me and my friends Chicken Littles. The sky was beginning to fall three decades ago.
Andy Smarick interviews Preston Smith, CEO and co-founder of Rocketship Education
Teach for America is not doing harm to our nation’s schools or our low-income students. In fact, TFA seems to be out-performing not just other beginning teachers but veteran teachers as well.
Students assigned by lottery to receive field trips learn academic content, increase critical thinking, become more tolerant and empathetic, and are more likely to become cultural consumers who seek these enriching experiences on their own in the future.
The majority of teachers stand to significantly benefit from two cost-neutral pension reforms
We can fix schools — that is, traditional public schools — by going around them.
Parents of high-achieving students—whether they be rich or poor, newcomers or old-timers—deserve schools that will challenge their children. If they don’t find them in the city, they will move.
Way back in March of 2010, President Obama released his blueprint for reauthorizing NCLB. Three years later, we’re still operating as if the blueprint never happened, as if three years of policymaking hasn’t happened.
If you’re itching for some edu-reading over the long weekend (what else would you do while grilling?), here are some suggestions.