If we really want to help kids, we should craft a fair and private system of performance evaluations and build a fire wall between that rubric and other statistical systems. We should then concentrate on public data systems to help schools improve.

This piece comes to us courtesy of New Haven Independent. Two-thirds of black students, but only half of Hispanics, graduated from Wilbur Cross Hig...

FLORENCE, S.C. -- State education superintendent Dr. Mick Zais could be facing a potentially angry mob of teachers Thursday night at a Florence meetin...

Education beat writers demonstrate the same excellence as other journalists. The problem is Op Ed columnists and other writers who seem to know no more about schools than what they hear at cocktail parties.

As many as one in five teachers in Kansas and neighboring states are reporting science grades on student report cards, without actually teaching it or...

All the testing and data in the world is not going to improve our teachers. Research abounds with documentation on the fact that the TEACHER is the key to student success.

The disconnect between what standardized testing measures and what schools are really about -- preparing students to be lifelong learners, developing minds, educating citizens to continue the Republic -- is confusing enough. What really gets my goat, though, is that this was all figured out nearly a century ago.

What we should have learned from No Child Left Behind is that you can set a goal of 100 percent proficiency for all students, but if you don't have the policies to support that goal, you are going to fall far short.

There is a shared delusion driving education reform. The delusion is that everyone assumes better teaching means students learn more.

Why all the cheating? In short, because the tests are too important, and because they test the wrong things.

Last March I went to my local school board to voice my concerns about the announcement that my home state of Pennsylvania planned on using student tes...

The battle in the Windy City is essentially about one thing: education for the best of us and then for the rest of us. This isn't just a clever phrase, however. There are drastic inequalities between the best and the rest.

America's schools aren't doing nearly well enough, especially for our neediest children. We need accountability systems that create urgency and push for significant gains every year. Ideological arguments and utopian objectives don't help.

After criticism for its unfair academic achievement standards, Virginia and the U.S. Department of Education have come to an agreement to revise the s...

What I do know is that everyone is focused on the tests. Insofar as those tests are assessing critical academic and life skills, that's not necessarily a bad thing, but judging a student, a teacher or a school by those scores is not getting us where we need to be.

More Americans think No Child Left Behind has made education in the U.S. worse rather than better, according to results from a Gallup poll released Mo...

Now I don't claim to be smart enough to understand the whole testing debate, but from a classroom teacher's perspective, it seems like everyone ought to relax and start with the things reasonable people can agree on:

This piece comes to us courtesy of Stateline. Stateline is a nonpartisan, nonprofit news service of the Pew Center on the States that provides daily r...

This piece comes to us courtesy of The Hechinger Report's HechingerEd blog. This week the Obama administration announced it had released a total of...

My school is in a formal School Improvement process, with loads of money from various sources and hard deadlines for real improvements in attendance, discipline, graduation rates and student test performance. And we are improving.