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June 05, 2014

What's Good for Rich Kids Is Good for Poor Ones, Too

Meier: It is galling when rich people in the ed policy field tell me that class size doesn't matter-and pay a lot to send their kids to schools with half as many students per class as urban schools.

June 03, 2014

Reform for Other People's Children

Klonsky: What we know for sure is that all over the country, power-philanthropists are making "gifts" to resource-starved school systems.

May 27, 2014

Urban, Rural Schools Connected by Inequality

Klonsky: Small rural schools, which often served as community anchors, were (are) being closed by the hundreds.

May 15, 2014

Don't Write Off Everyone in the Tea Party

Meier: It's too easy to ignore families who fundamentally disagree with us without seeing the damage it causes.

May 08, 2014

Whose Help Don't We Need?

Meier: If my house were on fire, I'd not reject the help of a neighbor whose views I otherwise despise. I think our nation is on fire.

May 06, 2014

We Still Have Allies in the Fight

Klonsky: How bad is it out there? Who are the forces in the field? How weak or strong are they and we?

April 24, 2014

Choice, Small Schools, and Trade-Offs

Meier: I also recognized that the new "reformers" used this to argue that their approach could be implemented, top-down, which would make it easier to replicate.

April 22, 2014

Is the Small Schools Movement Really Dead?

Klonsky: How did we let this dynamic movement of educators and community activists morph into a top-down, corporate-style web of privately operated charter schools?

April 10, 2014

Welcoming Mike Klonsky to Bridging Differences

Meier: The standards are a curriculum and imply a pedagogy, too.

April 08, 2014

School Is Conservative, Education Is Progressive

Pondiscio: It is easy to be overwhelmed and defeated as a teacher by all we cannot do and all that conspires to thwart our best efforts. I choose to focus on the possible.

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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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