Displaying 1-20 of 20 results
Commentary
2.24.2016
Curriculum & Instruction

Elementary-grade reading in Tennessee

Robert Pondiscio

Over the past decade, Tennessee has seen steady growth in math, science, and social studies scores. Those gains have been accompanied, as in many states, by rising high school graduation rates. But all is not well in the Volunteer State.

Commentary
2.24.2016
Curriculum & Instruction

Advocating for high-achievers

Brandon L. Wright

Thanks to No Child Left Behind and its antecedents, American education has focused in recent decades on ensuring that all children, especially those from poor and minority backgrounds, attain a minimum level of academic achievement.

Commentary
2.17.2016
ESSA

Steering and rowing in the age of ESSA

If you care about state education policy and/or the new federal education law, you ought to spend some time doing three things. First, consider how the performance of schools (and networks of schools) needs to be assessed.

Commentary
2.16.2016
ESSA

ESSA Accountability Design Competition: My big takeaways

On February 2, I had the privilege of being a judge for the Fordham Institute’s ESSA Accountability Design Competition. It’s widely known that I’m a fan of using competition to drive policy innovation, and this competition did not disappoint.

Commentary
2.16.2016
ESSA

Designing accountability systems to avoid NCLB-era mistakes

I walked away from Fordham’s School Accountability Design Competition last Tuesday pleasantly surprised—not only at the variety of fresh thinking on accountability, but also at how few submissions actually triggered the “I think that’s illegal” response. I left encouraged at the possibilities for the future.