Teachers: How do We Propose to Measure Student Outcomes?
Teachers are far more interested in the more authentic assessments I describe here, because they actually help us improve Read Full Post >
Teachers are far more interested in the more authentic assessments I describe here, because they actually help us improve Read Full Post >
Congress has far less expertise about school reform than any of the 100,000 schools for which it is now making rules and regulations. Read Full Post >
In Minnesota, Arne Duncan urges the state to do better, despite its high scores on national tests, and relatively strong showings on the international scale. Read Full Post >
A second, smaller Race to the Top competition will attract far less interest from states. Read Full Post >
It is astonishing to realize the extent to which education debates are now framed and dominated by economists, not by educators or sociologists or cognitive psychologists or anyone else who actually spends time in classrooms. Read Full Post >
If teacher pay and evaluations rest entirely on test scores, the corruption of our school system will be complete. Read Full Post >
The challenge for those of us who see that these emperors and empresses of reform are naked is to stay clear on our own vision of what school should be Read Full Post >
Although the Minnesota governor wants to reapply for Race to the Top, there's nothing to reapply for yet. Read Full Post >
Federal officials say states will be expected to keep participating unions and school districts on board their Race to the Top plans, and they'll be held to the academic goals they promised to meet. Read Full Post >
Value added espousers are similar to people who, because they watch a sport on TV, e.g. football, they think they know how to coach and how to evaluate someone who is coaching. Read Full Post >