We have three very serious flaws to deal with. One is that the skill involved in doing well on reading and math tests do not constitute something worthy of the name "academic achievement." Such a claim dumbs down "academia" in ways that do serious damage.


Philadelphia has had state control of its public schools for a full decade. Now the leaders of the city think that public education is the problem.


our nation's most pressing educational problem remains the opportunity gap between the children of the haves and those of the have-nots; this gap has grown with the mounting social inequality of the last 40 years.


Is there any evidence that any of these changes will improve education? No, none whatsoever. Does the Jindal law follow the lead of any of the high-performing nations? No.


You and I should be devoting more energy to considering what our "utopian" solutions might be, as well as the next steps for getting there. What's the direction, the criteria, the underlying precepts that should drive our vision of the future of schooling for educating the next generation?


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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