Last week, I argued that the education-policy field has reached a state of homeostasis, “characterized by clearer and fairer but lighter touch accountability systems; the incremental growth of school choice options for families; but no appetite for big and bold new initiatives.” This “end of policy,” as I called it, won
Last week, we at the Center on Reinventing Public Education celebrated our twenty-fifth anniversary by hosting a convening of practitioners, advocates, and researchers to take stock of where our education system stands, and how it must change to prepare every child for a future where change will be the one certain constant.
A recent report published by the United States Census Bureau uses survey responses on parental interaction, school engagement, and extracurricular activities to give insight into the educational outcomes of America’s children. The report offers a sobering glimpse of how parental interactions with children dominate education outcomes.
When West Virginia teachers walked out on strike this February, education received a lot of attention in the national news media. Reports on strikes around the country over the next few months provided some unusually vivid insight into the way reporters think, talk, and write about education. Frederick M.
For the first three weeks of the year, Erin Woods did not say a word to her students during precalculus class, and they were furious. She was their tutor last year, and they knew she was great at Math, so why would she not help them? In fact, she was under strict orders from me to observe and observe only.
You’ve seen plenty of comments and speculations on what last week’s election means
Almost thirty years ago, in February 1989, the political scientist Francis Fukuyama gave a talk that was later turned into an article that was later turned into a book, with the provocative title, “The End of History?” With the collapse of the Soviet Union and the end of the Cold War, western-style liberalism had triumphed over Communism, and had already fended off Fascism.
In September, the U.S. Department of Education (ED) awarded grants in four of the six Charter Schools Programs (CSP): State Entities, Developers, Credit Enhancement, and Dissemination.
Recently I contributed a piece to Education Week, “Why Doesn't Every Teacher Know the Research on Reading Instruction?” My intention was to support and even broaden the important national conversation about reading instruction that was spawned by Emily Hanford’s “Hard Words
Fasten your seatbelts, education fans. Now that the 2018 midterms are in the books, all sorts of posturing and proceedings lay ahead.
The results are in, and this time the polls were mostly right: The Republicans lost the House but strengthened their control of the Senate, setting the stage for a new chapter in our country’s uncivil war. At the state level, the Blue Ripple gave Democrats gubernatorial victories in Illinois, Michigan, and Wisconsin, though it wasn’t enough to flip Florida or Ohio.
When it comes to using data to enact meaningful changes at the school level, few of us know where to begin. That’s why the University of Chicago Consortium on School Research (UChicago Consortium) just published a new report based on its own experiences translating research to the classroom.
Test-based retention policies require students to repeat a grade if they do not meet a minimum level of academic performance on, you guessed it, a test.
This summer, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act into law. The legislation, often referred to as Perkins V, is the long-awaited reauthorization of the Carl D.
The distinguished Stanford education historian David F. Labaree recently published a perceptive, provocative essay in the Kappan that I found myself nodding in agreement with about three-quarters of the time and shaking my head the other quarter.
Research tells us what works to serve gifted and talented students, including how best to identify these students and how to use acceleration strategies appropriately.
After Hurricane Katrina, charter schools became the dominant system in New Orleans, as city dwellings were destroyed by water and the school system was devastated by corruption.
A recent RAND report examines how math and English language arts teachers’ use of instructional materials and knowledge of state standards and standards-aligned practices have changed during the Common Core era.
Last Saturday was cold, grey, and dismal in Philadelphia. I spent the day warming my soul inside a Jesuit high school among a disparate group of teachers, researchers, academics, and school leaders at a ResearchED conference, the fourth one held in the United States. If you’re not familiar with ResearchEd—and I’d wager you’re not—allow me to introduce you.
Recently, Mike Petrilli wrote about the Alliance for Excellent Education’s analysis of state ESSA plans in which we found that twelve states do not ensure
Recently, Mike Petrilli wrote about the Alliance for Excellent Education’s analysis of state ESSA plans in which we found that twelve states do not ensure
A recent Atlantic article by Amy Lueck critical of school choice rightly celebrates the civic purpose of the traditional American public high school, “not only as an academic training ground, but also as a center for community and activity in American cities.” Shared exp
There’s been a lot of talk about “blue waves” and “red walls,” but what will November 6 mean for federal and state education policies? Days away from the crescendo, the answer may depend in part on where you get your news.
Academic standards have become the foundation on which much of contemporary U.S. public education rests. They dictate the knowledge and skills that students are expected to master, grade by grade, and communicate those expectations to educators, parents, curriculum writers, and other stakeholders.
At the height of the battle to confirm Brett Kavanaugh to the Supreme Court a few weeks ago, a California math teacher took to Twitter, as many of us are wont to do, to vent. “I’m a teacher, and I don’t know what I’m going to say to my students if Kavanaugh gets confirmed,” fumed Nicholas Ponticello.
“Parental engagement” is one of those self-evidently appealing ideas for improving education. Who doesn’t want to engage parents? What child isn’t well served by more of it?
As “career and technical education” (CTE) continues to get more attention from policymakers, education leaders, and the media, one valuable component of CTE often gets overlooked: apprenticeships.
In our recent writings at the Ohio Gadfly, we’ve expressed dismay—sometimes outrage—at the education goings-on in the Buckeye State.
Although ardent school choice supporters often argue that having options is an end in itself, the more pragmatic among us recognize that important real-life factors must be considered when describing the health of an area’s school choice landscape.
