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Linda Darling-Hammond
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Linda Darling-Hammond is President and CEO of the Learning Policy Institute, and Charles E. Ducommun Professor of Education Emeritus at Stanford University.

Entries by Linda Darling-Hammond

Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning

(5) Comments | Posted December 11, 2015 | 9:24 AM

Renewing the Elementary and Secondary Education Act was once considered a long shot, but yesterday the new, bipartisan Every Student Succeeds Act (ESSA) was signed into law. This historical accomplishment comes not a moment too soon.

No Child Left Behind, the previous iteration of the act, importantly aimed attention...

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A New Moment in Education

(0) Comments | Posted September 1, 2015 | 4:04 PM

The annual back-to-school moment calls up recurring traditions of new moments for students: shiny new shoes and notebooks, yellow buses wending their way to scrubbed classrooms, new books and bulletin boards.

But there is another kind of new moment for education that needs to be acknowledged as well: The...

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For New Federal Law, We Should Be Asking Why and How We Test, Not Just How Often

(1) Comments | Posted April 13, 2015 | 7:47 PM

For more than a decade, the Congress has been unable to reauthorize the increasingly unpopular No Child Left Behind Act (NCLB), passed in 2002 in an act of unity after the trauma of 9/11. The bill set noble goals for educational improvement and equity. However, its methods led to criticism...

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Is There a Third Way for ESEA?

(13) Comments | Posted April 7, 2015 | 8:31 AM

Last month, a highly polarized debate waylaid a House vote on the federal government's most important education legislation: the LBJ-era Elementary and Secondary Education Act (ESEA). Known since 2002 as No Child Left Behind (NCLB), it provides more than $13 billion annually to support education for disadvantaged children.


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A Basic Flaw in the Argument Against Affirmative Action

(63) Comments | Posted July 24, 2014 | 12:24 PM

The University of Texas (UT) at Austin got approval last week from the U.S. 5th Circuit Court of Appeals to continue using race as one of many factors in its admissions. Abigail Fisher, a white student, had sued, claiming that she was a victim of racial discrimination, because some minority...

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Beyond the Bubble Test: Why We Need Performance Assessments

(0) Comments | Posted July 15, 2014 | 3:58 PM

Note: This post originally appeared as a guest blog in Matthew Lynch's Education Week column, "Education Futures: Emerging Trends and Technologies in K-12."

Last spring, while millions of American students were bubbling in answers to multiple-choice questions on the ubiquitous tests that determine school...

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To Close the Achievement Gap, We Need to Close the Teaching Gap

(69) Comments | Posted June 30, 2014 | 7:58 AM

For years now, educators have looked to international tests as a yardstick to measure how well U.S. students are learning 21st-century skills compared to their peers. The answer has been: not so well. The U.S. has been falling further behind other nations and has struggled with a large achievement gap....

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It's Time for a New Accountability in American Education

(97) Comments | Posted May 19, 2014 | 10:07 AM

Voices across the country are raising concerns about the new Common Core State Standards. But if you listen carefully to the conversations, the main concern is not about the standards, themselves, but about the consequences of high-stakes tests attached to the standards. And those concerns are well-founded: Trying to implement...

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Maybe it's Time to Ask the Teachers?

(38) Comments | Posted March 20, 2012 | 1:16 PM

American teachers deal with a lot: low pay, growing class sizes and escalating teacher-bashing from politicians and pundits. Federal testing and accountability mandates under No Child Left Behind and, more recently, Race to the Top, have added layers of bureaucracy while eliminating much of the creativity and authentic learning that...

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A Test for Our Nation

(58) Comments | Posted October 21, 2009 | 3:22 PM

It's fall, and students are back in school, albeit in larger classes with fewer supports as school budgets are slashed. Much of their energy will be focused on preparing for the legions of tests purporting to drive accountability.

Here's one question they won't be asked on any test: In what...

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