In the News: Colleges Remake Remedial Education by Going Back to High School

By 02/24/2017

Troubled by high percentages of students who are not ready for credit-bearing work when they enter community college, Tennessee is experimenting with a different approach.

Time to Roll Back Obama’s Misguided Discipline Guidance

By 02/23/2017

The extent to which Uncle Sam should intrude himself into school discipline practices—and the extent to which “disparate impact” should intrude itself into federal civil-rights policies—are hugely important issues.

In the News: Trump Considers Tax Credit to Channel Public Money to Private Schools

By 02/23/2017

The Trump administration is considering a federal tax credit scholarship program to enable poor children to attend private schools, Politico reports.

A Cage-Busting Curriculum for Teachers

By 02/22/2017

How teachers can navigate bureaucracy and the shoals of policy in order to make schools and systems more supportive of their work.

Make It Local with In-House Researchers

By 02/21/2017

We need to build a new cadre of researchers employed by school districts, state agencies, and local nonprofits.

Three Features We Hope to See in Future Education Research

By Guest bloggers and 02/21/2017

If evidence is to drive impact, it must be part of a larger, clearly communicated vision of research integrated with practice.

Don’t Forget Private, Non-Profit Colleges

By 02/21/2017

The private, non-profit sector may be in a position to contribute even more to the nation’s educational attainment and economic mobility than it currently does.

Tweets as a Window Into Foundation Strategy

By 02/17/2017

What do the grantees of major education reform foundations tweet about?

We Have to Say More About Teacher Evaluation Reforms Than Just “They Didn’t Work”

By 02/16/2017

Rather than turning away from teacher evaluation reform, we should learn from the massive Obama-era effort: what worked and what didn’t work and why.

Making ESSA Work in the States

By 02/16/2017

States and school districts may find it tricky to navigate what is required and how money can be spent, which can lead to funds being used in “safe” and “permissible” ways rather than the ways that educators deem most useful.

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