The entire school reform movement is predicated on a hypothesis: boosting student achievement, as measured by standardized tests, will enable greater prosperity. But is this hypothesis correct?

With a week to go until the February 21 deadline for the second round of Secretary Duncan's ESEA Waiverpalooza, states nationwide are studying the results of round one to figure out what federal officials did -- and didn't -- approve.

A few weeks ago, a couple of Japanese scholars dropped by the Fordham Institute offices for a visit. These gentlemen were curious about how we manage to produce so many innovative leaders.

We have a lot of problems in K-12 education to address. Let's be grateful that we can take "closing the teacher effectiveness gap" off our to-do list.