Online and blended learning alter some of the most basic characteristics of traditional schooling—and the ripples extend much, much farther
Andy Smarick's pick of recent education news
Options for students, not parents
The new National Children's Museum, like our kids' social-studies curriculum, doesn't teach much of anything
Andy Smarick's pick of the news, from PARCC to Zuckerberg
It isn't going to be easy for David Coleman and his fellow authors of the Common Core English/Language Arts standards to wean U.S. students off writing about themselves.
The middle path to technology in education
The cumbersome, inscrutable title is the first clue that something is not right: “Vision for the College, Career, and Civic Life (C3): Framework for Inquiry in Social Studies State Standards.”
The Thomas B. Fordham Institute's recent study of teacher-union strength is an example of the institute's willingness to "get into the weeds" of standards
100 books every child should encounter by age five.
Lots of parents favor sending their sons and daughters to diverse schools with children from a variety of racial and socioeconomic backgrounds. But can such schools successfully meet the educational needs of all those different kids? How do middle class children fare in these environments? Is there enough challenge and stimulation in schools that also struggle to help poor and immigrant children reach basic standards? Is there too much focus on test scores? And why is it so hard to find diverse public schools with a progressive, child-centered approach to education? These quandaries and more are addressed in this groundbreaking book by Michael J. Petrilli.
If at first you don't succeed...
No single public school is expected to serve students with every single type of disability. Except, apparently, public charter schools.
Encouraging hard work in the nanny state.
Statewide textbook adoption distorts the market, entices extremist groups to hijack the curriculum, enriches the textbook cartel, and papers the land with mediocre instructional materials that cannot fulfill their important education mission.
The performance of America's top students was a hot topic on Wisconsin's WSAU radio this morning, as Mike appeared to discuss the findings of Fordham's recent High Flyers study.?
Amber Winkler, Fordham's VP for Research, recently traveled China as a Senior Fellow with the Global Education Policy Fellowship Program (GEPFP).
Last night was fun for the kids, but today is every education wonk's favorite holiday: NAEP release day! Kevin Carey is already out with some savvy analysis; let me add some thoughts on the trends in reading.
[pullquote]"I got to tell you, the only viable political strategy for getting broad-based support of school reform on that premise is to get those middle-class parents drunk.? -AEI's Rick Hess[/pullquote]We wrap up coverage of Monday's panel discussion, ?The Other Achievement Gap,?
The left-leaning Think Tank Review Project reviews virtually every analytic report that Fordham publishes—and they have yet to find one that they like.
In this guest blog post, the team at?
Listen live this evening at 5:35 p.m.
I was prepared for a rant against all things reform when I started reading the New York Times Q & A interview with Maria Velez-Clarke, the principal of the Children's Workshop School in Manhattan's East Village, about the school's C-grade from the City.?
Guest blogger Ze'ev Wurman, an executive with Monolithic 3D, a Silicon Valley startup, has participated in developing California's education standards and assessments in mathematics since the mid-1990s.
