Bad to Good and Good to Great
The charter movement had it right from the get-go: Each school would have its own "charter" spelling out the results that it would be responsible for achieving. Read Full Post >
Recently in charter schools Category
May 21, 2013
May 13, 2013
Am I a Part of the Cure ... or the Disease?
What if the perfect for which you have spent decades championing really is the enemy of the good? Read Full Post >
April 30, 2013
Addressing the Gap Between the Rich and 'Others'
After fighting one war after another, at great cost, for democracy, we shame ourselves when we let it slip through our fingers so fast. Read Full Post >
April 29, 2013
How Do We Foster Excellence?
We no longer need to ask, "Is it possible?" All educators have been liberated by proof that it is ... Read Full Post >
April 25, 2013
Teaching Students About Trade-Offs
Part of the complex moral message we are teaching the young in school is being aware of the trade-offs that complicate life. Read Full Post >
April 23, 2013
Exploring Moral Development in School
Starting in 5th grade, we introduced a series of dilemmas to our children and asked them to think about why they do what they do. Read Full Post >
April 10, 2013
Explaining KIPP's 'SLANT'
I'll devote this second letter to discussing the educational practice you asked about, known as SLANT. Read Full Post >
April 09, 2013
Understanding 'No Excuses'
How, in a no-excuses school, do students appeal if they believe the penalty is unfair? Read Full Post >
April 04, 2013
How KIPP Schools Define Success
What's cool to me about the education reform space now is that traditional systems and charter organizations throughout the country are finally collaborating in meaningful ways to help more kids. Read Full Post >
April 02, 2013
Trying to Understand the KIPP Approach
Would KIPP's founders and leaders argue that it would be a good experience for all kids or only for "certain types"? Read Full Post >
The opinions expressed in Bridging Differences are strictly those of the author and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.
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