The idea that a school principal or executive director or community leader can "go it alone", relying on the force of charisma, to sustain the change needed to educate generations of young people and families in a climate of divestment in poor and working class communities, I argue, is passé and, frankly, never existed.
We have two choices of when our children can fail: now or later. Now, they are still in a safe environment with people willing to help them succeed. Later, it will be in the context of the workplace or with their own families when the stakes are much higher.
At the start of the current school year, I was struck by the number of superintendents, principals, and other educational leaders across the country who called on parents to get more involved in their children's learning. I also noted that many of them promised to make family engagement a key component of their efforts to support students and improve schools.
For many, your deal may mean eating only canned tuna for weeks at a time, loading groceries onto maxed out credit cards, and defaulting on something and then faulting ourselves.
When I first met Bibhuti, I realized within minutes that his passion for educating and mentoring girls in some of the most impoverished parts of Nepal came from something far deeper than just giving back to his home country.
Each of these books challenge youth to discover the leader with and make a difference in the world. Leadership is a journey often mistaken for a destination. Parents, educators, and community members can serve as guides on this journey of discovery by equipping young people to lead.
What about the learning needs of working adults? Careers span decades, so it stands to reason that you can't front-load everything you'll need to know just in your youth.
The shocking truth people are finding out about Hillary Clinton is she has always been a real progressive. A progressive who understands how government works and that our founding fathers (to their shame there were no founding mothers) set up a government requiring compromise to move ideas forward.
"As global engagement inevitably continues to increase, schools of the future will be leaders in reaching ac...
The Art of Being alive is rooted in an individual's level and extent of education. Everyone deserves a right to education and beyond that everyone deserves a right to quality and affordable education; even more so everyone deserves education that allows them the capacity to truly become agents of change.
US Secretary of Education Arne Duncan recently proposed to redirect $15 billion from correctional facilities toward increasing teachers' salaries in high poverty schools. It is both practical and eminently plausible. And with the right kind of leadership and advocacy, it might even become probable.
In a very real, almost palpable sense, accelerators harken back to the forgotten days of apprentices, where the long afternoons of tedious practice spent toiling in the hot afternoon sun were rewarded by the cool breeze of Olympian-Inspired dreams captured by the main nightly event.
It may be going too far to suggest that no one should ever use or accept experimenter-made measures, no matter how fair they appear to be to the experimental and control groups. However, what it does say is that we need to be very cautious in accepting experimenter-made measures.
Arne Duncan did not invent political networks. And yet, to use a term of education professors Janelle Scott and Catherine DiMartino, he has acted as a "gatekeeper" by bringing a private network to the fore in education, and further opening public education to privatized influences.
The fact is, these standards are good for everyone. That's why none of the efforts to repeal the standards this year--that's zero--have succeeded. And for the sake of our students, I'm proud to say I'm confident they never will.
The testing of student outcomes is, as the nation has learned, a substantive "third rail" for many reasons. It is, however, of paramount concern to the group that historically has had much to lose in the politics and process of standardized student-outcome assessments: children, youth, and young adults with disabilities.