A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.
Some progressive parents will never embrace Common Core. And that’s OK. Michael J. Petrilli
For advocates of evidence-based urban education policy, a recent New York Times profile of New York City Schools’ Chancellor Carmen Fariña should offer serious cause for concern.
Turnaround advocates have little to celebrate. David Griffith
There’s no such thing as too much, too soon in reading. Robert Pondiscio
Editor's note: These remarks were delivered as an introduction to Doug Lemov's February 10 panel discussion at the Fordham Institute.
Data warm wonks’ hearts. But stories win hearts and minds.
Student learning gains ought to be a component of teacher evaluations. Measures such as value added are a useful and important complement to classroom observations. But not all models are created equal, as illustrated by a new lawsuit in Tennessee that reveals a rather preposterous policy.
Recent days have brought several thoughtful commentaries on results-based accountability in K-12 education, why it’s important, what it’s accom
Revisiting the Common Core debate in Ohio
Busting myths, but not much to cheer about
It’s fascinating—and telling—how rapidly the zillion issues tucked away in the Elementary and Secondary Education Act have been distilled down to arguments about testing.
Over the last couple of months, the ESEA reauthorization discussion has focused on testing. But that’s just one part of the accountability conversation.
Just being different doesn’t make it better. Michelle Lerner
A new anti-testing book will mostly test your patience. Robert Pondiscio
It’s the Holy Grail! If only we could figure out what it is. David Griffith
