Supporters of free college proposals in the U.S. often look to Europe for case studies, but Chile may actually provide a better comparative study.
Trump’s apprenticeship expansion will not substitute for our failing K-12 schooling system.
Rankings based on international assessments are simple to understand—but they can also mislead.
Everyone would be well-served if they spent less time claiming this or that test result proved that a grand federal agenda was the right one.
Within weeks of becoming Prime Minister, Theresa May made clear that she wants more of them.
A new report that looks at the skill of using technology to solve problems and evaluate information ranks American workers 18th out of 18 participating industrial countries.
Citizen-led assessments can be a useful tool to address common obstacles to low demand for quality education in developing countries.
Schooling Isn’t Learning, the Rewards to Better Schools Are Enormous, and Other Observations from Eric Hanushek
An interview about accountability, attainment, and more
American schools don’t expect youth to be responsible for themselves or their learning. Finnish schools are different.
Julie Young’s new venture offers international students the opportunity to earn a dual diploma from their native country and from a U.S. accredited high school through virtual learning.
BASIS schools, which began as a network of academically challenging charter schools and now include private schools, will open a new school in China.
More time in school is not producing Americans with more or better skills.
Perhaps the most surprising recent phenomenon in Latin America has been the extent to which entrepreneurs, companies, and investors, are getting involved in education.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
The path on which Gove and his predecessors placed English education resembles the path taken by U.S. education reformers.
Last week, Slate published a critique of Sweden’s school choice program that managed to be both inaccurate and fallacious.
In my travels throughout Korea, in virtually every meeting I heard a variation of the same theme. “Why does President Obama think that Korean schools are good?”
Meister High Schools are converted vocational schools that partner with companies in specific industries to create educational experiences tailored to the needs of the workforce.
Can Korea maintain its educational edge if it does not change its public education system into a student-centered one that can personalize learning for each child’s different learning needs and be intrinsically motivating?
The most natural places for educational disruptive innovations to take root are in emerging markets and developing countries.
Other countries have shown that it is possible to improve. While changing achievement might be difficult, there is ample evidence that it is critical to the U.S. future.
The scores of U.S. students on PISA tests in math and science rose significantly in 2009, but fell in 2012.
I’ve visited eight countries to see how they educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S
NCLB needs a variety of (obvious) fixes, but abandoning accountability is not among them.
What’s a better hypothesis for the lackluster math performance of our fifteen-year-olds? Maybe we’re just not very good at teaching math, especially in high school.