Profiles of For-Profit Education Management Companies 2001-2002
Alex Molnar, Glen Wilson, Melissa Restori and John Hutchison, Education Policy Studies Laboratory, Arizona State UniversityJanuary 17, 2002
Alex Molnar, Glen Wilson, Melissa Restori and John Hutchison, Education Policy Studies Laboratory, Arizona State UniversityJanuary 17, 2002
Mark Berends, Joan Chun, Gina Schuyler, Sue Stockly and R. J. Briggs, RAND Corporation2002
Carol Innerst, The Center for Education ReformMarch 2002
Christine H. Rossell, Public Policy Institute of CaliforniaFebruary 20, 2002
Concerned about nine city schools on Tennessee's watch list for poor academic performance, Mayor Bob Corker of Chattanooga was determined to come up with a way to bring in a critical mass of high performing teachers to transform the culture of low expectations and low achievement in these schools-and keep them there.
Should teacher unions be given a bigger say on academic issues? This is the question that the California Assembly is grappling with as they debate Assembly Bill 2160.
Should education schools lose their monopoly on teacher certification? Rick Hess, Mary Diez, and James Fraser debate the proposition in the Spring 2002 issue of Education Next (www.educationnext.org).
I had the good fortune to take part last week in an international symposium hosted by Japan's National Institute for Educational Policy Research (NIER). The topic was "New Schools for the 21st Century." I was asked to talk about charter schools.
The state of Pennsylvania has recently taken control of Philadelphia's schools, Mayor Michael Bloomberg wants control of New York's schools and the Maryland legislature will probably replace Prince George's County's dysfunctional elected school board with an appointed one. There's a big debate in Cleveland about whether mayoral control should continue.
Richard M. Ingersoll, Center for the Study of Teaching and Policy, University of WashingtonJanuary 2002
Philanthropist Eli Broad has engaged Michigan Governor John Engler and Detroit Public Schools CEO Kenneth Burnley in an effort to recruit and train dynamic leaders from business, the military, and other backgrounds to run urban school districts. Three dozen executives and educators are enrolled in the Broad Center for Superintendents' first class of aspiring school system executives.
Loretta Kelley and Cathy Ringstaff, WestEd2002
Andrew Sum, Irwin Kirsch and Robert Taggart, Policy Information Center, Educational Testing ServiceFebruary 2002
Chang-Tai Hsieh and Miguel Urquiola, National Center for the Study of Privatization in Education, Teachers College, Columbia UniversityJanuary 2002
Edited by Iris Weiss, Michael Knapp, Karen Hollweg and Gail Burrill, National Research Council2001
Secretary Rod Paige has just released a five-year strategic plan for the U.S. Department of Education that seeks to bring real accountability to the Department's own functions. Combining elements of the No Child Left Behind Act with the President's management agenda, the plan sets six strategic goals for the agency, each with specific objectives and performance measures.
Yesterday, a House education subcommittee "marked up" H.R. 3801, which was recently introduced by subcommittee chairman Michael Castle (R-Delaware), committee chairman John Boehner (R-Ohio) and several other GOP congressmen.
Jerry Ellig and Kenneth Kelly, Texas Review of Law & PoliticsSpring 2002
Committee on Economic Development2002
Recent events make painfully clear that we cannot take the spread of democracy for granted, writes American Federation of Teachers president Sandy Feldman in her monthly "Where We Stand" column. Devotion to human dignity and freedom, to equal rights, and to the rule of law must be taught and learned and practiced.
As readers may recall, the Thomas B. Fordham Foundation keeps one eye focused on education reform issues at the national level and the other trained on K-12 education developments in Dayton, Ohio, where the Foundation had its origins and is engaged in a number of projects.Dayton is more interesting than you might think for education reformers.
The new federal education law, the No Child Left Behind Act, demands in many places that programs funded by federal dollars be supported by "scientifically based research," but among practitioners, and even some researchers, there is great uncertainty about what this means. To clarify what scientifically based research is and to explain why it is so crucial, the U.S.
While opponents of standardized testing continue to attract attention in the media, a national survey released by Public Agenda this week found that support for turning back the clock on the standards movement is virtually nonexistent among parents (2 percent), teachers (1 percent), employers (2 percent), and college professors (1 percent), with very large majorities among each group also viewi
Jerry P. Gollub, et al.National Academy of Science, Committee on Programs for Advanced Study of Mathematics and Science in American High SchoolsFebruary 2002
Kalman Hettleman.The Abell Foundation February 2002
Paul Shaker and Elizabeth HeilmanPolicy Perspectives, American Association of Colleges for Teacher EducationJanuary 2002
Final Report, David Myers, Paul Peterson, et al.Mathematica Policy Research and the Harvard Program on Education Policy and Governance February 2002