Every Child Reading: A Professional Development Guide
Charles R. Hokanson, Jr.Learning First Alliance
Knowing What Students Know: The Science and Design of Educational Assessment
Chester E. Finn, Jr.National Academy of Sciences
Measuring What Matters: Using Assessment and Accountability to Improve Student Learning
Committee for Economic Development
Ignoring the Lessons from Cinderella School Districts
Diane RavitchOn May 23, 2001, the New York Times ran three major stories demonstrating cognitive dissonance about educational approaches. On the front page, we learned about Ms. Moffett, a first-year teacher assigned to a low-performing school who is extremely frustrated because she is required to follow lesson plans instead of doing what she wants, which is to demonstrate her creativity.
Clearing up the confusion over testing
Crack education journalist Jay Matthews reacted to anti-testing articles in a thoughtful column appearing only in the electronic version of the Washington Post.
Direct Instruction and the Teaching of Early Reading: Wisconsin's Teacher-Led Insurgency, Wisconsin Policy Research Institute
Chester E. Finn, Jr.Fans of "direct instruction," and those who would like to learn more about it, will want to examine this new report from the Wisconsin Policy Research Institute. It was catalyzed by three facts: (a) Direct Instruction, properly done, is a teaching method (and curriculum) that is known to be effective, particularly with younger children and especially in reading.
New York City's Public Schools: The Facts About Spending and Performance
Kelly Scottby Emanuel Tobier (Manhattan Institute, May 2001)
Lies and Distortions: The Campaign Against School Vouchers
Kelly AmisBy Howard Fuller, PhD and Kaleem Caire.
Adequate Yearly What?
Chester E. Finn, Jr.As I write, the House of Representatives has just completed floor action on the education bill and the Senate is expected to return to it soon. The Senate has a bunch more amendments to consider, some of them important, some of them even germane.