Monthly Archives: October 2014

Dewey, Testing Companies, and the Origin of the Common Core

The purported benefit of the Common Core State Standards over previous sets of standards is the development of critical thinking skills across all subjects, seen as a key lever for increasing American students’ international competitiveness and ameliorating the country’s lethargic economy and persistently high unemployment rates. This perception is clear in statements made by U.S. Secretary of Education Arne Duncan

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Linda Darling-Hammond Storified: Enough is Known for Action!

Today in DC, Linda Darling-Hammond discussed what is known about school reform for a group of teachers convened by the NEA Foundation. She argued research, best practice, and leadership is converging perhaps as never before on a set of policy and practice levers to ensure that equity and excellence can be achieved systemically. Teachers and management are coming together in

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EdWeek Series Beyond Rhetoric: @TeachForAmerica You are my Obsession

You can’t even escape @TeachForAmerica marketing at the airport. I was traveling back from the University of Michigan football game this past weekend, and the photo above is of the security bin that welcomed me at the Detroit airport courtesy of @Zappos. Mark @Zappos down as another company that I will need to personally boycott. (To understand my boycott, please

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EdWeek Series Beyond Rhetoric: If Not a Bunch of Tests… Then What Instead?

I am currently writing for the EdWeek column K-12 Schools Beyond the Rhetoric with Jack Schneider. We are covering a bevy of important topics in education policy such as Teach For America, Charters, Vouchers, High-stakes testing, and Standards. I first excerpted some of our conversation about charters schools in the post Is the Impact of Charters Schools on Achievement a Big Lie? Today, I want to introduce excerpts

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Testing and Accountability: The More Things Change, The More They Stay the Same

What if you could talk to yourself 20 years in the future? In our most recent peer-reviewed study to be published in Urban Review, we wanted to know how students of similar characteristics were experiencing NCLB-style policies in the same urban school in two different decades. Our first sample of students attended the urban high school at the cusp of NCLB-style

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