States v. districts in the Every Student Succeeds Act
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.
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.
Undoing damage inflicted by the blunt axe of test-driven accountability. Robert Pondiscio
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.
The ESEA reauthorization conferees delivered some good news for America’s high-achieving students last week.
The action is moving to the state level. It’s about time. Michael J. Petrilli
Editor's note: Politics K-12 reports that House and Senate negotiators have reached a preliminary compromise on reauthorization of No Child Left Behind.
Boehner is out! McCarthy is in! No, wait, McCarthy is out!
A new report can’t see the forest for the trees. Robert Pondiscio
If it becomes law, the federal government will have much less power than it does today. Michael J. Petrilli
The end is near. Hooray! Michael J. Petrilli
It’s finally here: Our best chance to update the Elementary and Secondary Education Act since its passage shortly after 9/11. A whole generation of students has come and gone, yet our nation’s key education law remains the same. There’s absolutely no good reason to delay reauthorization any longer. To the contrary; it’s sorely overdue.
Test refusals may force reformers to rethink their priorities. Robert Pondiscio
The era of judging New York City Schools on academics is over. Robert Pondiscio
The testing “opt-out” movement is testing education reform’s humility.
Promising early signs that the standards are working. Jane Song
Parents should use the threat of test refusal to demand a well-rounded education for their kids.
What is the critical mass of opt-outs and to what might it lead?
No state does right by its “high flyers,” and most do an awful lot wrong. Michelle Lerner
Another good idea limited by flawed assessments. Amber M. Northern, Ph.D.
Arne Duncan was half right about those “white suburban moms.” Robert Pondiscio
An open letter to the candidates. Tim Shanahan
It takes more than a "gut feeling" to know how a school is doing
When we talk about high standards, accountability, and school choice, one essential element is often overlooked: giving parents and education leaders information they can actually use. It’s one thing to produce data, but quite another to make it useful—easily understood, comparable, and actionable.
A few weeks ago, I used a graphic to show the four dimensions of federal accountability, each of which has a range of options. I then used this graphic to show the consensus for preserving NCLB testing.
Kids who skip grades stay ahead of the pack. Amber M. Northern, Ph.D.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts
Higher standards are no excuse to ditch gifted services. Chester E. Finn, Jr. and Amber M. Northern, Ph.D.
A couple weeks ago, I created a graphic to help explain the contours of the debate about federal accountability in the ESEA reauthorization process.