In his final column for Education Week, Sam Chaltain considers the news that New Orleans is now host to the first all-charter school district in the country, and wonders if that's a milestone we should be celebrating, mourning -- or both.


Sixty years after the U.S. Supreme Court declared that education was "a right which must be made available to all on equal terms," American schools remain largely separate and unequal. Sam Chaltain has an idea about how we can change that.


Is it possible that Washington, D.C. -- the land of federal dysfunction, Michelle Rhee's scorched earth policies, and rampant school choice -- might actually become a national model for the ways we can reimagine public education for a changing world? Sam Chaltain considers the state of play.


At a recent groundbreaking for a new school in Washington, D.C., writer Sam Chaltain wonders what the arrival of a new charter school will mean for the neighborhood that surrounds it -- and what the loss of the building's previous school might have set in motion.


Is it possible that there's a neuroscience of democracy -- and that most modern school reform efforts are ignoring the implications of its central tenets? Sam Chaltain explores.


Too much of what passes for innovative thinking today is really just an effort to perfect our ability to succeed in a system that no longer serves our interests. But two recent articles light a different path -- on that might actually help us reimagine education for a changing world.


In his second webisode for LearningMatters.tv, Sam Chaltain traveled to Philly for the 7th annual Educon, in search of answers to the conference's central question: What is the future of education? See for yourself what he discovered.


In a new article for ESPN, celebrity statistician Nate Silver chronicles the rise of big data in professional sports -- and the considerable unknowns, or "Dark Matter," that remains. Sam Chaltain wonders about the implications his article has for public education -- and if it's possible for the opposing armies in the reform debates to find common ground over what should be measured in American schools, and why, and how.


Is what we have in cities across the country a high-functioning system of school choice, or a high-stakes game of school chance? Sam Chaltain considers the distinction, and suggests a way forward.


A new report by the Center for American Progress says most teachers today feel content with the levels of authority they exercise in the schools in which they work. Oh really, says Kim Farris-Berg? Not so fast...


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