Charter school authorizing can help prevent grifters and mediocrities from running charter schools. But "quality authorizing" can also become an excuse for micro-management. Here's why.

I recently talked with Charles Best about Using the website, teachers in 80 percent of American public schools have collectively raised $760 million to fund 1.2 million different classroom projects. Charles explains how the program works and what the future holds.

After years of prime-time play with Oprah, "Education Nation" glitz, and State of the Union applause lines, 21st-century education policy has reached its rerun stage. How can we tell?

Guest blogger Deven Carlson argues that we don't agree on the purpose of K-12 schooling, and that it's consequently hard to design an effective accountability system. That's why he predicts a shift from school accountability systems to transparency systems.

During the Bush-Obama era, politicians promised us that combining standards, testing, and accountability would transform our nation's education system. Here's why those promises were ill-advised, according to guest blogger Deven Carlson.

For policies to have meaningful staying power, they need to develop a vocal grassroots constituency who will go to bat for the policy in times of turmoil. Why does school accountability policy mostly lack that constituency? Guest blogger Deven Carlson explains.

Asking "what works" paints an incomplete picture of what we can glean from education research. According to guest bloggers Bob Pianta and Tara Hofkens, we should instead ask, "How does it happen?"

Currently, education research is centered in academia, with little of the work ending up in the hands of educators in usable form. Guest bloggers Bob Pianta and Tara Hofkens explain one crucial step in fixing this problem.

Education research is in a rush to identify solutions for today's classrooms. This is fine, but only a sliver of what we need from research, according to guest bloggers Bob Pianta and Tara Hofkens.

Researchers largely agree that state education agencies (SEAs) need to have sufficient capacity to perform core responsibilities, but they disagree regarding how SEAs should cope with newer responsibilities. So here are two possible approaches to building SEA capacity, from guest blogger Sara Dahill-Brown.

The opinions expressed in Rick Hess Straight Up 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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