When designing accountability systems, we need to find the sweet spot between defeatism and utopianism. In my view, that’s exactly what the states are trying to do. They deserve our praise, not our derision.
On Monday, the Philadelphia School Reform Commission shocked the city by announcing that it would unilaterally cut health care benefits to city teachers rather than continue to negotiate with the teacher’s union.
It’s probably time for education reformers and policymakers to admit that just pushing harder on test-driven accountability as the primary tool for changing our creaky old public school system is apt to yield more backlash than accomplishment
Complaints about close reading bother me less than its potential overuse, or the creeping notion that close reading is what all reading instruction should look like under Common Core. That would be bad for the standards, and even worse for reading achievement in the U.S.
While most TFA teachers may not realize it, almost all are losing out on retirement benefits for their time in the classroom.
The XPrize is funding its first edtech competition to handsomely reward the team that develops the best software to help children in developing countries teach themselves basic literacy and math.
I’d love to see charter associations ask OCR to investigate states that don’t do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Opponents of the Common Core question the idea of improving literacy by introducing higher levels of textual complexity into the instructional mix.
These measures help to offer a more holistic take on the quality of a state’s school system.
According to national data, four out of ten teachers will leave the classroom within five years. But turnover isn’t evenly distributed.
A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
The MCPS curriculum is weak when it comes to content in science and extremely weak in history.
Well-designed applications and websites have allowed consumers to review easy-to-digest information like never before. Most parents, however, lack access to the useful information they need to determine how their child’s school is performing.
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.