Tag Archives: ESEA

As Fifty States Reimagine Education Policy, Four Are Ready to Offer Guidance

What makes a mind come alive?

How can one community impact every child?

What do schools need to be changing from, and to?

And how can states set the conditions for lasting change?

In theory, these questions have always mattered. In reality, they are about to matter a lot more now that the United States Congress is poised to reauthorize its central education policy for the first time in thirteen years – and usher in an era of state authority on everything from school accountability to teacher education policies.

Now that the balance of power is shifting back towards the states, what should they do with it?

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Categories: Assessment, Equity, Leadership, Learning, Teacher Quality

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Has Testing Reached a Tipping Point? (Part Deux)

It appears I was premature.

A year at this time, in an article for the SmartBlog on Education, I asked: “Are we witnessing the early signs of a sea change in how we think about the best ways to measure student learning and growth?”

Well, what a difference a year makes.

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Categories: Assessment, Learning

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Should States Be Sued for Providing Low-Quality Schools?

How’s this for a summer blockbuster – the American Civil Liberties Union is suing the state of Michigan for violating the “right to learn” of its children, a right guaranteed under an obscure state law.

That assistance hasn’t happened, says Kary L. Moss, executive director of the Michigan chapter of the ACLU. “The Highland Park School District is among the lowest-performing districts in the nation, graduating class after class of children who are not literate. Our lawsuit . . . says that if education is to mean anything, it means that children have a right to learn to read.”

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Categories: Equity

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What Joel Klein Doesn’t Understand About Teaching — and What We Should Do Instead

In case you missed it, former NYC Schools Chief Joel Klein had an Op-Ed in this weekend’s Washington Post in which he, rightly, urges us to do what it takes to establish a true long-term teaching profession. His recipe for doing so, however, reveals the extent to which he has misdiagnosed both the problem and its potential solutions.

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Categories: Assessment, Leadership, Learning, Organizational Change, Teacher Quality

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