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.
It’s August, which can only mean one thing: it’s time for our annual list of top education-policy Twitter feeds.
Over the years, legislators increased pension benefits significantly, but they have not distributed those increases evenly to all teachers.
On September 8, “Saving Schools” launches. Four (free!) mini- courses on “History, Politics and Policy in U. S. Education”
How could I be disposed to preserve venerable institutions and yet favor dramatic K–12 change?
On August 1, Chester E. “Checker” Finn, Jr., will step down from his role as founding president of the Thomas B. Fordham Institute, passing the baton to Michael J. Petrilli. Here is his “farewell address” as president.
Vergara precedents are multiple, judge's actions restrained
Vergara precedents are multiple, judge’s actions restrained
Monday’s Politico story on the messaging battle over the Common Core has kicked up another round of recriminations, particularly on the Right.
When policy discourse is taken over by slogan-speak, it undermines the credibility of future attempts at serious policy discussion.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
What is the benefit conferred by preschool if there’s no school after the pre?
What President Obama termed “the most meaningful education reform in a generation” has proven to be more a cautionary tale than a model.
Our finding that charter school sectors in all 28 states that we study demonstrate higher productivity and/or return on investment than their traditional public school sectors has ruffled some feathers at the National School Boards Association.
As states revamp their teacher evaluation systems, they continue to search for that magic number: the percentage of a teacher evaluation rating that should be based on student academic performance.
Any pedagogy, curriculum, approach, or technology has to be within the skills of ordinary teachers to implement well and effectively. If it takes a superstar teacher it’s a nonstarter.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
Elizabeth Green’s story for Sunday’s New York Times Magazine, “Why Do Americans Stink at Math?” is a must-read. But for all the time Green spends documenting the ways Americans stink at math, she never mentions that we’ve gotten much better.
Some Tennessee districts are much better at retaining highly effective teachers than others.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
Across all 28 states in the study, public charter school sectors were more cost effective and/or generated a higher return on investment (ROI) than traditional public schools
Last week, Slate published a critique of Sweden’s school choice program that managed to be both inaccurate and fallacious.
Rachel Aviv’s article about a cheating scandal involving teachers at one middle school in Atlanta is very well-written, but the sources of the pressure on Atlanta teachers and principals to improve and the threat behind it are more complex than NCLB alone.
An alternative school in Boston offers flexibility in pacing, help when students need it, and the chance to continuously reengage on material even if you didn’t master it the first time around–in all, the flexibility, support, and hope that human beings, and particularly teenagers, crave.
Screenings of “We Will Not Conform” might channel populist angst on the right against the Common Core, but they do nothing to address the very real concern that inspired the Common Core in the first place — the fact that standards for what kids should know varied wildly across the states — or to propose alternative standards.