Give them credit for progress-even if it's painfully incremental. In a decidedly uncharacteristic move, the Washington D.C. Teachers' Union approved a new contract that will introduce bonus incentives for teachers and give principals more autonomy at a handful of pilot schools.
Editor's note: Last week's issue, especially the News and Analysis, generated a number of letters; we've included two, both from Minnesota.
In last Sunday's New York Times, Jeffrey Rosen, a well-known legal scholar, wrote a longish article related to the Supreme Court's decision to hear tw
I generally avoid blogs, podcasts and the like. But I was drawn by the text version of last week’s print Gadfly to the The Education Gadfly Show, and couldn’t help but notice the over-representation of my home state of Minnesota.
Heather G. Peske and Kati HaycockThe Education TrustJune 2006
For young Americans in 2006 world history must no longer be seen as an elective subject. Everyone needs to be conversant with the history, culture, and geography of the flattening world they inhabit.
Despite all the advantages afforded by highly educated parents, by living in a home that values the written word, by siblings who read and cherish books, at age six my youngest son leaves kindergarten this year unable to read. What does this say about his future?
On Tuesday, California voters issued a resounding rejection to actor/director Rob Reiner's Proposition 82. That much discussed ballot item (see here) would have taxed the uber-rich in order to finance universal pre-school for Golden State 4-year-olds.
"Jeremy Maitland took a cookie from the cookie jar." So begins this tale of woe from Richmond, Virginia, where the Henrico County Public Schools suspended young Mr.
Kevin CareyEducation SectorMay 2006
The Supreme Court this week agreed to hear two cases-one from Seattle, the other from Kentucky-that will decide the extent to which race can affect the assignment of students to public schools. In each case, white parents argue that districts' desire to maintain racial balance in classrooms led to discriminatory policies in their public school choice programs.
What do you call a re-opened school in New Orleans? Most likely, you call it a charter school, John Merrow reported last week on the NewsHour with Jim Lehrer. Most of the 12,000 students who have returned to the city (out of a pre-hurricane public school population of 60,000) find themselves in charters.
It has been called fuzzy. Some even label it a United Nations plot. It's the International Baccalaureate (IB) program, and it's ruffling feathers in Minnesota and around the nation. Created in Switzerland in 1968, the IB curriculum emphasizes rigorous global standards and self-motivated learning. But not everyone is pleased with its planetary flavor.
Harvey Pennick, the late, great Texas golf instructor, once wrote: “If you don’t have a good grip, you don’t want a good swing.” Ohio finds itself in a similar situation in its teaching of world history.
Is data collection and technology really revolutionizing classroom instruction?
The education scene in Ohio is brimming with options. But how do parents know which school is best for their children? GreatSchools, a nonprofit organization based in San Francisco, has produced a valuable workbook to help parents in the Dayton area answer that question.
On May 27, the Cincinnati Enquirer ran a front page story announcing that the board of the state’s top performing charter school—the W.E.B. DuBois Academy—had voted to close the school due to serious financial problems. As the school’s sponsor, the Thomas B.
On May 10 in Columbus, Kati Haycock, director of the Education Trust, spoke before a packed room of over 300 educators, legislators, philanthropists, business leaders and reporters with a message of hope for Ohio’s schools. If you were unable to elbow your way through the crowd to see her presentation, check it out
Is America's K-12 education system preparing students for life in a global village? Unfortunately, it is not. Renowned historian Walter Russell Mead, author of this report, found that thirty-three states deserved D or F grades for their world history standards.
