Monthly Archives: October 2013

Who Can We Boycott?: Who Benefits From or Invests in Pearson and Teach for America?

Who Can We Boycott?: Who Benefits from or Invests in Pearson and Teach for America?. Common Core’s Corporate Relations with Pearson and Teach for America (TFA) by Michelle Maher, Ph.D. Diane Ravitch’s new book Reign of Error outlines how hedge fund managers and investment advisors have organized a corporate takeover of public education, with dismal results. This blog points to which organizations

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How can we desegregate re-segregated public schools? (again)

Richards, M., Stroub, K., Vasquez Heilig, J. & Volonnino, M. (2012). Achieving diversity in the Parents Involved era: Evidence for geographic integration plans in metropolitan school districts. Berkeley Journal of African-American Law & Policy, 14(1), 65-94. Landmark legal victories over de jure segregation in the wake of Brown v. Board of Education of Topeka[1] helped to secure dramatic decreases in the

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Do you think TFA is a special interest?: “Get up, Stand Up”

A century ago, President Teddy Roosevelt railed against special interests controlling our government: Just as the special interest of cotton and slavery had threaten the nations integrity before the civil war, so now the great special business interest who often control and corrupt the men and methods of government for their own profit. The Constitution does not give the right

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A Horror Comedy: Teach For America Rises to Power

Gremlins was a “horror comedy” movie that came out in the early 1980s. Wikipedia: The film is about a young man who receives a strange creature called a Mogwai as a pet, which then spawns other creatures who transform into small, destructive, evil monsters. What does it take for the Gremlins to spawn and replicate into mini monsters in the

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New Community-Based Approach to Accountability Featured on PBS-TV EdTalk

How can we banish No Child Left Behind’s top-down and narrow paradigm? Local control has been a bedrock principle of public schooling in America since its inception. NCLB sent us in the opposite direction of this traditional notion. A return to a traditional locally-based educational policy can be again realized via a multiple measures approach to accountability that is democratically decided

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