No, the current test is not perfect but, because of its right/wrong structure results are unbiased and objective. There's no room for personal interpretation, favoritism, or different standards for different cultural groups. The mayor wants to change this. But he's on shaky ground.
I'm glad the students at my granddaughter's school get to have music, drama, and art classes a few times a week. That's probably more than many kids receive these days. I just wish teachers didn't have to feel defensive about the value of exposing children to music and the arts.
I did my best to sum up how education policies are destroying education and, more importantly, harmful to students, on a recent HuffPost Live segment.
Some of the supplies listed are for students, some are for teachers, and some are for you, so that you can better understand what teachers need and do. We'll start with the "easy" supplies first -- the literal ones.
NYC students headed back to school this morning for a year full of new challenges -- some to new schools, to new teachers, new subjects, new experiences. Unfortunately, one of those experiences will be learning without extra academic support.
We are doing a huge disservice to the education of our nation's children, when the focus must be placed on how to take tests and how to score well on them, rather than on developing skills and deep content knowledge in a variety of subjects.
At the beginning of your work on the college admissions tests, the first thing you should do is an experiment. Take an official practice test of both the SAT and the ACT in order to choose one to focus on. The more experience you have with a test -- either test -- the better you will master it.
Imagine schools where children were tested every three or four years, at transition points, as in the world's top-performing nations. Imagine schools where teachers wrote their own tests and used their professional judgment.
As we enter another school year, I want to take a minute to write you this note and let you know how much I appreciate what you are about to embark upon with my children.
I found three of Duncan's statements particularly ironic. He wrote about his continuing commitment to a "spirit of flexibility," flexibility that is completely lacking in Race to the Top mandates.
I grew up just across the Connecticut River from Vermont, playing in my front yard and looking at the big beautiful mountains, but I have never loved Vermont more than I do reading this resolution.
Great teachers communicate their passion for their students as human beings and show them how to connect to the great thinking and caring of other people thus opening the world and a world of possibilities to them.
As Albert Camus wrote, "Good intentions may do as much harm as malevolence if they lack understanding." Whatever Ms. Brown's intentions are, they lack an understanding of both the current landscape of teaching in high-needs schools and of educational research. It's time to get some facts straight.
Jiang Xueqin believes that the very best American institutions of learning have "a culture and tradition of openness, diversity, and risk-taking that China must emulate if China is to progress as a society and as a culture."
"The need for 21st century human capital is creating new pressure on the existing education systems to be effective and fully capable of catering to ...
The corporate under-written Common Core standards and tests are at best a distraction and at worse add grievous insult to injury for children of color.