Identifying Effective Teachers Using Performance on the Job
Robert Gordon, Thomas J. Kane, and Douglas O. StaigerThe Hamilton Project, Brookings InstitutionApril 2006
Robert Gordon, Thomas J. Kane, and Douglas O. StaigerThe Hamilton Project, Brookings InstitutionApril 2006
Eleven schools in Baltimore managed to dodge the accountability bullet one more time this week. The city successfully beat back Maryland Superintendent Nancy Grasmick’s plans to take over its worst-performing schools after Martin O’Malley—Baltimore’s mayor—led a successful charge in the state legislature to postpone the action for one more year.
Nancy Martin and Samuel HalperinAmerican Youth Policy Forum2006
Two searing articles in the current edition of American Educator, one by E.D. Hirsch, Jr. and one by Daniel T. Willingham, lay to rest the notion that critical thinking is possible sans content.
From Los Angeles to D.C., and from Phoenix to Chicago, students are taking to the streets in numbers not seen since the 1960s, in this case to voice their opinions about immigration. Such public demonstrations are central to democracy, but are they central to education?
Time’s latest cover story (published in conjunction with a two-day series on the Oprah Winfrey Show) sheds light on what may be America’s toughest education problem—the fact that 30 percent of American high school students don’t graduate. What drives the mass exodus?
Imagine a world in which hundreds of thousands of low-income families experience educational freedom for the first time. Parents choose from a vibrant marketplace of educational providers: public schools, for-profit companies, faith-based groups, local charities, and even collections of innovative teachers.
Editor's Note: The author, Fordham President Chester E. Finn, Jr., is currently on sabbatical in California writing a memoir.