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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 29, 2014

'Urban' Schools and Other Euphemisms

Meier: It's amazing the lengths to which we will go to avoid the questions that surround poverty and segregation, and how useful instead it has been to focus our animosity on schools.

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 22, 2014

We Need a Strong Alliance for Schools

Meier: States are making it easier to hand over our schools to private interests or providing money to existing private schools.

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?

May 01, 2014

Who Do We Ally With?

Meier: Of late, teaching is not a field I'm comfortable seeing my grandchildren or their friends entering.

April 29, 2014

An Assault on Public Schools

Klonsky: What we are facing at this moment though, is not so much the problem of choice schools vs. neighborhood schools, or progressive schools vs. traditional schools. Rather, it's an assault on public schools and public space in general.

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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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