March 2012 Archives

How much can schools—under the best of circumstances—affect young people's lives and drives? In many ways I've spent 50 years exploring the answer to that.

See the pattern on the rug? It grows clearer every day. It is not about improving education. It is not about helping our society become more literate and better educated. Follow the money. We are indeed a nation at risk.

Denver: If you go out that-a-way, visit the Jefferson County Open School. Begun in 1970, it's a precious gem.

David knocked down Goliath. Democracy lives. The good guys won.

But looking for trust-proof "systems" is penny wise and pound foolish—and an endless task. We substitute the indirect evidence for the "real thing." The more we depend on such data, the more it loses its validity.

It cannot be accidental that the sharp drop in teacher morale coincides with the efforts of people such as Michelle Rhee and organizations such as Education Reform Now and Stand for Children to end teacher tenure and seniority.

Our fight for public schooling is a fight for democracy, for one-for-all-and-all-for-one solutions to our problems.

Why are the elites of both parties so eager to hand children and public dollars over to private corporations? Why are both parties complicit in the dismantling of public education?

I've been so used to trying to persuade powerful people that we can't base good schooling on simple tools of "measurement" that I forgot that truly they don't care.

The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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