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 Not by “Value-Added” Alone
by Douglas N. Harris on August 25
Publicly reporting test scores for entire schools is one of the more positive and logical educational innovations in recent years. Perhaps this is why someone at the L.A. Times thought it might be a good idea to take this one step further and report scores for individual teachers. Or perhaps someone just wanted to make headlines. Did they succeed?
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The “Boy Crisis”: Beyond Reading to Relationships
by Dr. William S. Pollack on July 27
Michael Sadowski makes some extremely thoughtful points about what growing numbers of scholars and the popular press have come to refer to as a "crisis"in boys' ongoing academic failure in American public schools. Sadowski argues that we must go "beyond gender" to the highly potent embedded contexts of social class, ethnicity, and race.
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Can "Learning for Jobs" work in the U.S.?
by Nancy Hoffman on May 28
Across today's developed countries, educators, policymakers, and economists recognize that the new "knowledge economy" demands different, higher-level skills than the 20th-century high school or upper secondary school provided.
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Is Teach For America a Learning Organization?
by Marya R. Levenson on April 14
I applaud Dick Murnane's focus on how we can foster the growth of schools as learning organizations. Murnane reminds us that tackling the improvement of the K-12 education of America's most disadvantaged children will require that we see the multiple pieces of the puzzle. Instead of relying on one simple approach, we need to step back and frame some large research questions.
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Beyond the Bullies: Bystanders and Instigators Enable Aggression
by Denise Wolk on April 7
Bruce Springsteen refers to high school as the "glory days" in one of his popular songs, and he regrets that the high school years pass by so quickly. Yet the sad truth is that high school is a far cry from glorious for children and youth experiencing bullying and harassment.
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