Displaying 17371-17400 of 17817 results
Commentary
1.29.2002

Is the GED equivalent to a high school diploma?

In an earlier report and Gadfly editorial-available at http://www.edexcellence.net/gadfly/issue.cfm?issue=75#1062-the Manhattan Institute's Jay Greene explained that official high school graduation rates published by the federal government understate the problem of dropouts because they treat the General Education Developm

Commentary
1.29.2002

2001 Education Freedom Index

Chester E. Finn, Jr.

Jay P. Greene, Center for Civic Innovation at the Manhattan InstituteJanuary 2002

Commentary
1.29.2002

Who Says It's a Good School?

Chester E. Finn, Jr.

Important education insights sometimes arise from developments in other fields. This happened to me twice in recent weeks. Both episodes bear on results-based accountability, how it works, what can go awry-and what's wrong with the usual substitutes.First, a new study of hospital accreditation looked into whether it makes any difference for the quality of patient care.

Commentary
1.29.2002

Preschool as the next frontier for Bush and Kennedy

As they flew back to Washington earlier this month after celebrating their joint education bill, the No Child Left Behind Act, President Bush and Senator Edward M. Kennedy held an extended conversation about the need to boost early childhood education, and that conversation may soon lead to legislation, according to reporter Anne Kornblut of The Boston Globe.

Commentary
1.23.2002

Milwaukee public schools respond to competition

"Years of vouchers and competition-based reforms mean it's no longer a novelty to see MPS [Milwaukee Public Schools] promoting schools the way Procter & Gamble sells Tide," writes Sam Schulhofer-Wohl in the Milwaukee Journal Sentinel, but "the public school system's promotional efforts are reaching newly feverish heights this winter" with free chili dinners at MPS open houses, radio

Commentary
1.23.2002

The New York Times debates reading methods

Diane Ravitch

A careful reader of The New York Times would by now be very confused about the state of reading research. In the past few weeks, three different writers in the newspaper have offered differing interpretations of the issue.

Commentary
1.15.2002

Double Standard in Voucher Research

Jay P. Greene

As Supreme Court justices weigh the constitutionality of Cleveland's voucher program in the next few months, their assessment of the benefits of school choice is apt to influence their decision.

Commentary
1.15.2002

No Child Left Behind: the untold story

"Phonics and testing, we're meant to believe, are an intensive therapy set to turn around laggard schools," writes Stephen Metcalf in The Nation, "But administrators, teachers, parents and children know better." The real story behind President Bush's education plan, says Metcalf, is that "The big players now at the education table, some with a considerable financial stake in the new regi

Commentary
1.15.2002

Using information to enhance the bottom line of schools

Data warehousing, data-driven decision making, or business intelligence - whatever its name, it's the latest thing for managing school systems, according to a short article in this Sunday's Education Life supplement to The New York Times.

Commentary
1.15.2002

State budgets for education to shrink in lean economic times

The faltering U.S. economy has put an end to a decade of budgetary good times for schools, with the recession opening a $40 billion hole in many states' general funds on which schools rely heavily, reports Daniel Wood in The Christian Science Monitor. Among the hardest-hit states are New York, Florida, Illinois, Minnesota, Oregon, and California, where Gov.

Commentary
1.9.2002

Data everywhere, but useful analysis is in short supply

Scientific American reports that data on the effects of class size reduction are inconclusive. According to Education Week, the same is true of data on the "whole school" reform effort. While education data exist in oversupply, they are of little use for policymaking, writes E.D. Hirsch in a column for the Hoover Institution.

Commentary
1.9.2002

How not to secure a qualified teacher for every classroom

While the testing and reading provisions of the No Child Left Behind Act have been monopolizing the spotlight, the requirement that all teachers in core academic subjects be fully qualified within four years is starting to attract its share of unfriendly attention.