Interstate test comparability, teacher absenteeism in high-poverty schools, special education in charter schools, and school choice in thirty American cities.
As states have implemented college and career readiness standards, it has sometimes been assumed that most of the work and attention has occurred at the elementary grades. In truth, many states have been working for some time to ensure that grade twelve prepares all students for post-secondary success.
More than twelve million American students exercise some form of school choice by going to a charter, magnet, or private school——instead of attending a traditional public school.
There’s something about the sight of an abandoned school that tears at your heart.
The dominant narrative about the Every Student Succeeds Act (ESSA) is that it shifts authority over schools back to state governments. But this belies a key feature of the legislation.
We’ve seen a lot of hand wringing over math achievement in this country. Our students continue to underperform against their peers in other countries, lighting a fire under educators and politicians to push new STEM (science, technology, engineering, and math) programming in schools. While these panicked efforts have admirable intentions, they are mostly barking up the wrong tree.
How do charters stack up next to district schools?
How new and innovative financing structures might fix the private school supply chain. Damien Schuster
Parental involvement can be counterproductive when it’s coupled with unrealistic expectations. Jeff Murray
It can be self-fulfilling, regardless of actual ability levels. Amber M. Northern, Ph.D.
Youngsters interview their elders, a new teacher prep program opens in Cambridge, and a governor launches a laudable workforce-skills initiative.
Undoing damage inflicted by the blunt axe of test-driven accountability. Robert Pondiscio
The MCAS/PARCC hybrid assessment, Governor Baker’s new workforce skills initiative, Harvard’s new teacher training program, and the state of K-12 computer science education.
The diagnosis is mixed, but the prognosis is hardly dire. Michael J. Petrilli
Earlier this year, when it looked like ESEA finally had a chance of being reauthorized, I came up with a graphic for assessing the accountability provisions of the various proposals.
In refusing to reconsider its September ruling that public charter schools are unconstitutional and not entitled to receive public funds, the Washington State Supreme Court is bringing the state one step closer to shutting the door on promising educational opportunities for disadvantaged Washington students.
If every school in America was pretty good—if not better—our education policy debates would largely evaporate. Politicians would feel comfortable leaving educators alone to do their thing. And they would empower parents with the ability to choose the good (or great) school that best fit their values and their children’s needs.
The ESEA reauthorization conferees delivered some good news for America’s high-achieving students last week.
The Massachusetts Board of Elementary and Secondary Education wisely decided this week to tack between the Scylla of MCAS and the Charybdis of PARCC. Following Commissioner Mitchell Chester’s recommendation, they chose to adopt MCAS 2.0, a yet-to-be-developed hybrid of the two options. Their adroit navigation calms the troubled waters for the time being.
A new study suggests that they don’t. But mind the details. Kevin Mahnken
Lower perceptions of high-achieving minorities may have consequences beyond the classroom. Amber M. Northern, Ph.D.
STEM interest doesn’t necessarily translate into STEM aptitude. Robert Pondiscio
The uncertain future of school choice, Louisville’s school discipline crisis, and the passing of one of reform’s brightest lights.
If this is really supposed to be about the kids, we need to stop vilifying our opponents. Michael J. Petrilli
The action is moving to the state level. It’s about time. Michael J. Petrilli
When underprepared students enter postsecondary education, they face steep odds; Ninety percent of individuals who start community college in remedial courses leave without any sort of credential. And for low-income students, who make up 70 percent of those taking remedial courses, the odds are truly devastating.
A threat to accountability for both charters and district schools Vladimir Kogan
Last week, at NAGC's splendid 62nd Annual Covention and Exhibiton, NAGC's executive director René Islas interviewed us about our book, Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students.
