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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.

December 09, 2014

The Early Grades Are the Key to Equalizing Opportunity

In today's guest blog, the Core Knowledge Foundation responds to Peter's December 4th post Curriculum Wars: What Should All Children Learn?

December 04, 2014

The Curriculum Wars: What Should All Children Learn?

What should all students be expected to learn? The Common Core set out to level the playing field, but in many states different schools are doing different things. Level playing field...or more of the same?

December 02, 2014

Is It Time to Get Rid of Grades?

There is a No Grades movement building across the US. What is it all about?

November 30, 2014

Do Schools Really Need Principals?

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

November 09, 2014

4 Obstacles to Implementation

Implementation is often a dirty word, but it doesn't have to be. There are 4 obstacles to a good implementation.

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.

October 26, 2014

Too Many Initiatives ... Too Little Time?

Schools are under initiative fatigue, but maybe they don't have to be as fatigued as they think.

October 23, 2014

5 Behaviors That Can Sink Leaders

Being a school leader is a stressful job, but one that comes with a great deal of responsibility. Schools, staff and students need great leaders, and there just isn't enough of that going around yet.

October 19, 2014

Does Increased Accountability Work?

A recent NY Times article suggests that increased accountability isn't helping to raise achievement or growth...something educators have been saying for many years.

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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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