A favorite argument made by reformers is that if public schools were forced to compete for students the educational landscape in this country would change for the better. Yet an essay in The Weekly Standard presents the downside of this strategy without fully realizing its implications for the accountability movement ("Learning on the Last Frontier," May 30). The focus was the Southeast Island School District in a remote part of Alaska, with a total of 161 students and a $5.5 million budget. Seven of the district's schools have only one or two teachers who teach all students from K-12. ...


When Michelle Rhee announced that George Parker is joining Students First as its initial senior fellow, the news was greeted with disbelief ("Former Foes Join Forces for Education Reform," The New York Times, May 21). That's because as former president of the local teachers union, Parker had often done battle with Rhee as former chancellor of the District of Columbia schools. It's hard to know exactly why Parker decided to go on board with Rhee. The news story read much like a press release in trying to explain the reason. Parker said he did not do so for the money. ...


Every year about this time, the media report about job prospects for new college graduates. It comes as no surprise that the news is dismal this spring because of the battered economy. Not only have employment rates fallen sharply in the last two years but only half of the jobs require a college degree ("Jobs Outlook Is Bleak Even for College Graduates," The New York Times, May 19). Campus Progress maintains that the situation is even worse for high school graduates who have not gone to college ("Graduating Seniors Are About to Leap Out Into the Great Recession's Job Abyss," ...


Tying ratings of teachers to student achievement took a new twist on May 10 when the Board of Education of the Los Angeles Unified School District decided that all members of Huntington Park High School must reinterview for their jobs even though the school met improvement goals on standardized tests. The plan is expected to result in the replacement of at least half the faculty by July when the start of school for the year-round campus begins ("L.A. district plans shakeup at Huntington Park High," Los Angeles Times, May 10). What makes the decision so controversial is that the ...


Few strategies are as effective as half-truths in swaying public opinion. That's because unlike blatant falsehoods, they have enough plausibility to mask their insidiousness. One of the best examples is "The Failure of American Schools," (The Atlantic, June 2011) by Joel Klein, who served as chancellor of the New York City school system from 2002 through 2010 before resigning to become CEO of News Corporation's educational division. Klein begins by acknowledging that despite the improvements made on his watch, the system is "still not remotely where it needs to be. That story holds more than true for the country at ...


Reformers like to point to schools overseas as models because they say American schools are inferior. I've written often why this view is overblown and why a more nuanced view is necessary. The latest reminder was a front-page story in The Wall Street Journal about India's system of education ("India Graduates Millions, but Too Few Are Fit to Hire," Apr. 5). Despite India's reputation for graduating hundreds of thousands of students each year who are prepared for career or college, the truth is that employers cannot find enough qualified workers to meet their needs. As a result, they are forced ...


Convinced that the best jobs will move to states with a highly qualified work force, President Obama Obama is determined to add eight million college graduates by 2020. I question the wisdom of this strategy. First, quantity is not synonymous with quality. Merely increasing the number of college graduates is no assurance that they will possess the knowledge and skills necessary for the workplace. As I've written before, colleges too often are education-free zones where partying trumps studying. Unless steps are taken to evaluate what students have learned after four years, the increase in the number of degree holders provides ...


With the debate over standardized testing increasingly focused on using the results to evaluate teachers, it's easy to forget about the SAT. How students in China are gaming the grandfather of all standardized tests was the subject of an article by Daniel Golden that was published in Bloomberg Businessweek on May 5 ("China's Test Prep Juggernaut"). Golden is a former Pulitzer Prize-winning reporter for The Wall Street Journal and author of The Price of Admission: How America's Ruling Class Buys Its Way into Elite Colleges - and Who Gets Left Outside the Gates (Crown Publishers, 2006). Golden uses the track ...


The absurdity of applying the business model to public schools knows no boundaries. In an essay published in The Wall Street Journal on May 5 titled "If Supermarkets Were Like Public Schools," Donald J. Boudreaux, professor of economics at George Mason University and senior fellow at the Mercatus Center, tries to show why the present monopolistic system of public education in the U.S. is indefensible. He attempts to make his case by supposing that groceries were supplied in the same way as K-12 education. At first, I thought the piece was intended to be a satire. But then I ...


In the midst of the publicity given to marquee-name organizations like the Harlem Children's Zone and their leaders like Geoffrey Canada, it's easy to forget other organizations and their leaders that have achieved equal results in their own quiet way. I call such people unsung heroes because they work in the shadows without ever getting the recognition they deserve. Before the HCZ came into existence, there was College For Every Student. Founded in 1991 by Rick Dalton, the non-profit CFES has helped more than 100,000 impoverished young people in 540 schools in 22 states and the District of Columbia ...


The opinions expressed in Walt Gardner's Reality Check 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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