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Commentary
Pioneer Institute in Boston recently issued an informative report criticizing Common Core's standards for the damage they have done to student achievement in this country and to the school choice movement. The authors of this report — Ted Rebarber of Accountability Works and Neil McCluskey at the CATO Institute
Commentary
On the face of it, it would seem reasonable to believe that education policy makers could learn much from successful policies and programs. But they often don't. Here are two relatively clear examples of policy makers failing to learn from effective policies/programs. In both cases, the policy
Commentary
How Schools Work: An Inside Account of Failure and Success from One of the Nation's Longest-Serving Secretaries of Education By Arne Duncan Simon & Schuster, 256 pages, $26.99 According to the opening pages of Arne Duncan's memoir How Schools Work: An Inside Account of Failure
News
A commemorative issue of Education Next published in the spring of 2016 was devoted to comments on James Coleman's 1966 report titled "Equality of Educational Opportunity." In his article in that issue, economist and education researcher Eric Hanushek quoted the report's central conclusion:
Commentary
Since the disappointing results of the 2017 National Assessment of Educational Progress tests were made public on April 10, it has been puzzling that no one at the National Assessment Governing Board, including its chairman (former Governor John Engler of Michigan), has suggested that Common Core-aligned standards and tests might
Commentary
We are regularly told what the public or Congress or schools should do to increase school safety and prevent more school shootings. We even have a former U.S. Secretary of Education (Arne Duncan) suggesting that high school students not attend school until schools have been made safer for them.
Commentary
The December 2015 re-authorization of the Elementary and Secondary Education Act required all states that wanted Title I money to help school districts with low-income students to develop and submit a four-year plan, under the control of the state's education department. All state plans had to be "
Commentary
It's so huge that most of those in the position of making education policy want to pretend the elephant isn't there. The problem to be solved in their eyes is not why increasing federal and state funds targeted to low-performing schools and students over 50 years