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The Race to the Top
by Theodore Hershberg and Claire Robertson-Kraft on August 4, 2009
The U.S. Department of Education's proposed guidelines for awarding Race to the Top grants communicate a powerful message. States barring the use of student data in decisions about teacher and principal evaluation will not be eligible for funds.
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“What Greater Investment Can We Make?” Special Education and the Stimulus
by David Gordon on July 21, 2009
"Of the $787 billion American Recovery and Reinvestment Act (ARRA) that Congress approved in February, nearly $100 billion is targeted to education, including hefty one-time increases of $10 billion and $11.3 billion for IDEA (special education) and Title I (high-poverty), respectively."
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Opening Doors to Postsecondary Education for More Students
by Andrea Venezia on July 8, 2009
"With education headlines about my home state of California reading along the lines of, "LA Unified School District Cancels Bulk of Summer School Programs," (Los Angeles Times, May 29, 2009), it is inspiring to read headlines coming out of Colorado such as, "Bill Helps High Schoolers Go to College" (INDenver Times, April 13, 2009). Given the budget crises in states across the country, it is exciting that Colorado's policymakers are taking a forward-thinking view that paying a little extra now could have large pay-offs down the road."
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Not by Salaries Alone
by Susan Moore Johnson on June 11, 2009
The Equity Project, a new school in New York City, garnered front-page attention in The New York Times recently by hiring eight teachers at an annual salary of $125,000 each. This will be 'a test,' the journalist asserted, of whether high salaries will attract 'superb teachers' and whether superb teachers will solve the problems of failing public schools.
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Is Assessment Literacy the "Magic Bullet"?
by W. James Popham on June 4, 2009
Today's educators are being called on, almost hourly, to make important decisions hinging on the results of educational assessments. Yet, in many instances the educators making those assessment-dependent decisions are doing so without a genuine understanding of educational assessment. Clearly, something is wrong with this picture.
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Creativity in Crisis: The “Brain Drain” in American Schools
by Michael Bitz on May 19, 2009
"One often hears from the business world: "Jobs are going overseas, but America will stay strong because of its intellectual capital--its creative spirit." This is a strange remark given that we so rarely ask our students to think creatively."
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Education and Violent Political Conflict
by Zeena Zakharia on May 14, 2009
"Over the last decade, scholars in the field of international and comparative education have been increasingly concerned with the study of education and violent conflict, as reflected in the mounting efforts to mobilize publication, conferences, and symposia such as Harvard Educational Review's spring 2009 collection on education and violent political conflict."
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A Radical Proposal for Early Childhood Education
by David Elkind on May 7, 2009
"David Wilson offers a thoughtful review of yet another compilation of research demonstrating the values of developmentally appropriate educational practice. His article once again raises the question: Why do we as a society continue to ignore this research in favor of imposing academics on young children?"
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Talking with Parents about Adolescent Transitions
by Eric Toshalis on April 22, 2009
"I've noticed that when many educators speak about adolescents (the people) or adolescence (the developmental era), we often do so in terms and tones that suggest angst, despair, struggle, or volatility. We frame the era as a phase to get through. We look at teens and all we see is their "raging hormones" as if the transition from childhood to adulthood is always something to endure and never something to celebrate."
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The Differences Between Us: French and American Classrooms
by Colleen Gillard on April 10, 2009
"In one scene from the new French film, The Class, about an inner-city school outside Paris, the teacher has students conjugating verbs on the blackboard. After one student's mistakes generate jeers and catcalls, the teacher challenges the rest of the class to do better. When they too fail, he in turn ridicules them."
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