If charter schools really do so well with educating children with special needs, does it not make sense for many more children with autism and other developmental disabilities to attend these schools? Why aren't the charter schools clamoring for more?
I, for one, support the use of student standardized test scores as one critical measure of teacher effectiveness and in determining whether teacher preparation programs are doing their job in providing schools with only top-notch teachers.
If we can make the transition to higher standards without the omnipresent testing stick, perhaps the Education Trust and teachers could bury the hatchet, build on our areas of agreement and focus on better ways of achieving equity and offering engaging and authentic instruction to all.
Now is the critical time for Congress to shift from NCLB's punitive, harmful and ineffective high-stakes testing strategy to a supportive, beneficial and effective strategy: guiding, assisting, funding and holding accountable our low-achieving schools to improve by doing what works.
Alison Stewart's First Class is the history of the rise and fall of Washington D.C.'s elite Dunbar High School. It tells a story that cannot be ignored if we really believe that school improvement can be the civil rights movement of the 21st century.
I had so wanted to be a CPS parent. I wanted the vibrancy and diversity of real city schools for my children. I wanted them to have public institutions at the center of their lives, and to be truly enmeshed in their community.
We can start making real progress when the theorists stop squandering so much of our energy and resources on silver bullets like NCLB and Common Core testing. Let's just hope that the N.Y. experience prompts some reality-based reflections by school "reformers."
More and more research was published supporting the view that, yes, our students need good schools, but if we're truly serious about providing them with genuine opportunities, what really needs to happen are major economic and political changes.
When "reformers'" tip the scales in order to help their allied schools, that is bad enough. The real scandal is their growing willingness to use dubious metrics to punish poor schools and their students in order to defeat political enemies.
It's time to change the way professional developers do business, because we're increasingly finding ourselves in the same marketplace. Before any revolutions occur, however, we have to get serious about managing the quality of our trainings.
What can we do about these challenges in our country, which ebb and flow like extremes in the weather? I am convinced that schools remain the front line, where the battle to end racial stereotyping and inequality continue to be fought. Schools are where diversity must be institutionalized.
Lawyers who designed the neovoucher approach were doing what lawyers are hired to do: to find a work-around that will allow their clients to follow a desired path notwithstanding a law intended to block that path.
My doubts go beyond Fryer's spinning of survey data and maintaining that teens worked harder because they said that they did. The bigger purpose of schooling is teaching kids to work smarter and the incentives did not do so.
During the Obama administration, corporate reformers got everything on their wish list and billions of scarce dollars funded their pet hypotheses. But, now, teachers, parents, students, and many policy makers are in "open rebellion."