Becky with the good education: A Twitter hashtag offers a surprising lesson in cultural literacy
By Robert Pondiscio
By Robert Pondiscio
In Common Core Math in the K-8 Classroom: Results from a National Teacher Survey, Jennifer Bay Williams, Ann Duffett, and David Griffith take a close look at how educators are implementing the Common Core math standards in classrooms across the nation.
If there were just one thing I could say to fans of open educational resources (OER) and personalized learning, it would be this: “Atomized units of knowledge don’t build anything.” That quote comes from an education reformer who used to teach in a high-powered classical school.
By Michael J. Petrilli
By Darien Wynn
Harriet Tubman will grace the front of our $20 bill—a long-overdue tribute to a woman who lived up to the best of American values. But do most Americans know who she was?
By Robert Pondiscio
Whether the goal is to enhance instruction, create a culture of excellence, or broaden education options for parents, it’s nearly impossible to improve schools without strong leaders. This is hardly news; much evidence has indicated the importance of effective principals for decades.
Are we ready to expand career and technical education offerings as the next frontier in education policy?
By Michael J. Petrilli
Credit recovery is education’s Faustian pact. We remain not very good at raising most students to respectable standards. But neither can we refuse to graduate boxcar numbers of kids who don’t measure up.
Princeton University announced last week that it would preserve the name of Woodrow Wilson on several buildings and programs, though it had plenty of reasons to do otherwise.
By Jamie Davies O’Leary
By Darien Wynn
It should be great news: Graduation rates for Minnesota’s black and Hispanic students—which have long lagged the rate for white students—are on the rise.But how much do these new graduates actually know? What skills have they mastered? In other words, what is their high school diploma really worth?
By David Griffith
By Robert Pondiscio
By Robert Pondiscio
By Michael J. Petrilli
By Jeff Murray
The goal of gifted programs should reflect that of any other educational program: to engage students with appropriately challenging curricula and instruction on a daily basis and in all relevant content areas so that they can make continual academic growth.
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.
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.
For some, the ivory tower of academia is “ivory” in more ways than one.
In this week's podcast, Robert Pondiscio and Brandon Wright laud the progress of education policies since NCLB, weigh gentrification’s role in D.C.’s achievement gains, and discuss the controversy surrounding a Success Academies video. In the Research Minute, Amber Northern examines educators’ perspectives on Common Core implementation.
Evaluating the Content and Quality of Next Generation Assessments examines previously unreleased items from three multi-state tests (ACT Aspire, PARCC, and Smarter Balanced) and one best-in-class state assessment, Massachusetts’ state exam (MCAS). The product of two years of work by the Thomas B.