What the Dickens! 2014 in Education Reform
It was the best of times, it was the worst of times. Michelle Lerner, Robert Pondiscio, and Alyssa Schwenk
It was the best of times, it was the worst of times. Michelle Lerner, Robert Pondiscio, and Alyssa Schwenk
Editor's note: This post originally appeared in slightly different form on the Commentary website.
College isn’t the only springboard to the middle class. Michael J. Petrilli
Good morning. It’s wonderful to see so many friends and colleagues here today. My name is Michael Petrilli, and in August I took over as the president of the Thomas B.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
At the Education for Upward Mobility conference, the Thomas B.
A college-track student looks back with envy at career-track schooling. Emily Hanford
President Obama’s contempt for the Constitution, and Secretary of Education Arne Duncan’s unfortunate disregard of that document, have been loudly and justly decried by critics of executive overreach. Less heralded, but equally troubling, is the mission creep of the Office for Civil Rights as it works to reshape the education world and to right whatever alleged wrongs it thinks it sees.
[Editor's note: This is part two of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.
[Editor's note: This is part one of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.]
Opportunities abound if only Catholic schools will seize them. by Chester E. Finn, Jr.
Give ‘em great books and get out of the way. Peter Sipe
Their criticisms don’t add up. Robert Pondicio and Kevin Mahnken
There’s a wonderfully apt saying about why debates in the U.S.
Get ready for another “Year of School Choice.” Michael J. Petrilli
Joe Sixpack: You’re not paying attention. And much of what you think you know is wrong. Morgan Polikoff
What happens when policymakers create statewide school districts to turn around their worst-performing public schools?
Accountability works. But not in reading, which isn’t a subject or a skill. Robert Pondiscio
I confess I’m somewhat bewildered by the passionate arguments over the Common Core State Standards. Getting in high dudgeon about K–12 learning standards, which say almost nothing about what kids do in school all day, makes no more sense to me than getting apoplectic about food-handling procedures, which I seldom think about when pushing my cart through the grocery store.
Ed reform is dead. Long live ed reform. Chester E. Finn, Jr.
There’s more to Common Core than “close reading.” Robert Pondiscio
We need two kinds of high school diplomas. Chester E. Finn, Jr.
Among opponents of the Common Core, one of the more popular targets of vitriol is the standards’ focus on improving literacy by introducing higher levels of textual complexity into the instructional mix.
Every child should be in a school where he or she can learn effectively. That’s not a controversial goal in itself, but the methods meant to accomplish it can become hot buttons.
It was back-to-school night last week at my son’s elementary school in Montgomery County, Maryland, which meant that we moms and dads got a first look at “Learning for the Future: A Parent’s Guide to Grade 1 Curriculum 2.0.”
Over the last few years, there has been a growing awareness of the need to incorporate character development into school curricula, and various efforts to do so have received wide attention. Perhaps the best-known effort is the Knowledge Is Power Program, or KIPP, which has been implemented in close to 150 charter schools across the country.
For over a year, I’ve been encouraging Common Core advocates to stop endlessly re-litigating the standards and instead to focus on getting implementation right. Taking my own advice last week, I traveled to Reno to see first-hand the work of the Core Task Project, the initiative driving implementation of the standards in Washoe County, Nevada.
In many school districts, classroom observations make up as much as 75 percent of teachers’ evaluation scores, according to a new study published in Education Next. And these scores predict a teacher’s ability to raise student test scores the following year, as measured by value-added models.
In The Teacher Wars, reporter Dana Goldstein offers a stirring account of the 175-year history of the public school teaching profession. The book, which ought to be required reading for education reformers and status-quo defenders alike, notes some obvious but oft-overlooked realities.
On September 9th, the Fordham Institute’s Mike Petrilli participated in an Intelligence Squared U.S. debate on the Common Core. These are his opening comments, as prepared for delivery.