The Dangers of the Common Core
Meier: As long as we see standards as 'The Standards' we will face this danger—and especially if who is right/wrong is based on impact on test scores designed by the same people who have mandated the standards.
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October 28, 2014
October 23, 2014
Civic Literacy and the Power of 'Close Reading'
Casey: Could it be that if we focused on the actual standards, the extravagant claims that are made against the common core would be impossible to sustain?
October 21, 2014
We Need Standards Without Standardizing
Meier: Teaching "to" a prefabricated curriculum ... and thus also to the test that comes along with it cannot lead to the kind of feistiness that a good school should be an exemplar of.
October 16, 2014
Getting Past Surreal Arguments on the Common Core
Casey: In my judgment, the [common-core] standards have the potential to do some real good.
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?
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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