In remarks from a Stanford Center for Opportunity Policy in Education (SCOPE) panel discussion, I explain why NCLB was the result of a federal government too consumed with demanding accountablity for its investment and not sufficiently focused on improving student achievement.
Tough-minded accountablity reforms for teachers colleges miss the mark in efforts to improve teacher quality.
New data on literacy, numeracy and problem solving skills show that U.S. millennials have fallen to the back of the pack internationally and continue to slip.
Public schools were once the engines of social and economic mobility in the U.S., but that is no longer the case. In fact, the very design of our education system is in many ways contributing to the nation's growing income inequality.
How a new architecture for accountability would reset the state/federal balance, improve outcomes for all students, including the most disadvantaged, and avoid the unintended consequences of NCLB.
Why the record of achievement for test-based accountability in No Child Left Behind has been dismal and rife with unintended consequences.
In this final installment of my series on the implementation of the Common Core State Standards, Gene Wilhoit, the former Executive Director of the Council of Chief State School Officers, discusses the need to transform how we recruit, train, and develop our teachers and the consequences of failing to do so.
Gene Wilhoit, the former Executive Director of the Council of Chief State School Officers who led the effort to create the Common Core, explains that until we have a more powerful curriculum design and more deep professional exchange about content, pedagogy, and student work going on in our schools the Common Core will not be implemented as it should be.
An interview with Gene Wilhoit, former executive director of the Council of Chief State School Officers, on why if we fail to give professional educators what they need to implement the Common Core, their initial enthusiasm for the standards could easily disappear.
How professional development works in schools that have created an environment for continuous improvement