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December 14, 2014

3 Reasons Why High-Stakes Testing Matters

Sadly, there are 3 reasons why high stakes testing matters...to some people.

November 30, 2014

Do Schools Really Need Principals?

Do we really need principals...because some schools are moving forward without them.

October 30, 2014

Comfortable Learning Environment: Soften the Blow of Accountability?

In today's guest blog, two co-authors suggest that a comfortable learning environment is the key to softening the blow of accountability through reform, standards, testing, and mandates.

March 30, 2014

PISA Head Delivers Speech on School Autonomy

PISA's Andreas Schleicher will be presenting a paper on Policy lessons from around the world. What will we all learn from his data?

February 09, 2014

They Learned It, But Did They Feel It?

They Learned It, But Did They Feel It?

January 26, 2014

We Need More Dialogue & Less Monologue From Secretary Duncan

U.S. Secretary of Education Arne Duncan has spent most of his time as secretary saying the public education system is failing, and it really needs to stop.

January 23, 2014

10 Critical Issues Facing Education

When it comes to education, there are numerous critical issues that need to be addressed in 2014, and these are ten of them.

December 29, 2013

Have Standards Ever Promoted Independent Thinking?

Many educators are concerned that strict standards and accountability will never promote independent thinking, but have schools ever promoted that?

November 26, 2013

We Need Great Leaders Now More Than Ever

In this time of great accountability some leaders have threatened to call CPS on parents who opt their children out of testing. Education does not need more leaders who create fear and diminish creativity; education needs multipliers who see the gifts of those around them.

October 29, 2013

N.Y. Principals Speak Out Against State Testing

8 principals from across New York State co-authored a letter to parents about state testing, and I am proud to be one of them.

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The opinions expressed in Finding Common Ground 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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