Sentences with phrase «about education reformers»

What does it say about education reformers that it's taken us a decade to wrap our heads around the concept of an average?

The poll results that Education Next released Tuesday carry mildly glum news for just about every education reformer in the land, as public support has diminished at least a bit for most initiatives on their agendas: merit pay, charter schools, vouchers, and tax credits, Common Core, and even ending teacher tenure.

Not exact matches

At a time when the corporate education reformers like Governor Cuomo scapegoat teachers, underfund public schools, and push high - stakes testing linked to Common Core as way to justify the expansion of privately - managed charter schools, she has persistently brought forth real facts about how poverty, segregation, and inequitable school funding affect testing and achievement in public schools.

At a press conference Wednesday Mayor de Blasio was asked whether Governor Cuomo's characterization of mayoral control of schools as an «experiment» and his proposal that mayoral control be renewed for a shortened three year period «raises questions about whether or not he's a true reformer on education.»

ALBANY — Pro-charter school education reformers and the real estate industry emerged as the big winners Tuesday night when New York voters elected a majority of Republicans to the State Senate, leaving teachers» unions and tenants» rights advocates worried about what the next two years will bring.

One hears little in this book about school bureaucracies and the difficulties they create for education reformers.

Case in point: Last week, I visited Vanderbilt University in order to chat about Letters to a Young Education Reformer.

When I published a piece earlier this year about the tense estrangement between conservative education reformers and the movement's increasingly dominant social justice wing, it did not sit well with members of the latter group, including Rhames, who penned a response on Education Post titled, «An Open Letter to White Conservative Education Reformereducation reformers and the movement's increasingly dominant social justice wing, it did not sit well with members of the latter group, including Rhames, who penned a response on Education Post titled, «An Open Letter to White Conservative Education Reformerreformers and the movement's increasingly dominant social justice wing, it did not sit well with members of the latter group, including Rhames, who penned a response on Education Post titled, «An Open Letter to White Conservative Education ReformerEducation Post titled, «An Open Letter to White Conservative Education ReformerEducation ReformersReformers.»

It's partly because the topic is highly relevant to my forthcoming Letters to a Young Education Reformer, partly because of the well - deserved attention to Don Hirsch's new book Why Knowledge Matters, partly because expert predictions about everything from the consequences of Brexit to our current election have been so off, and partly because deference to (a vaguely conceived) «expertise» offers a fault line to so many of our current debates.

His use of the word «paternalism» sparked a raucous debate among education reformers and reform critics about «No Excuses» schools like KIPP, Amistad Academy, and Cristo Rey.

Smarick's «middle path» approach is an interesting idea that's worth consideration, but education reformers should have serious reservations about it.

In this case, a story about a 25 - year veteran teacher's admirable efforts to teach his U.S. History AP students about the Iraq and Afghanistan wars is littered with pat phrases intended to score points against education reformers.

In one of the more extreme examples of ancient wisdom proved true, many education reformers are wondering if they should have been more careful about what they wished for in New York City.

In this interview Mike Petrilli talks with Rick about the book, Shanker's fascinating life, his role as a union leader, and whether he deserves the mantle of «education reformer.»

Having said that, I think that the business community and education reformers must do everything they can to educate citizens, opinion shapers, and civic and political leaders about the urgent need to set higher standards.

Education reformers should have serious reservations about democratically controlled charter authorizers.

If the public, the political parties, and the most powerful interest groups are either apathetic about or hostile to education reform, how can the reformers prevail?

Dale Mezzacappa talks with Education Next about lessons school reformers can learn from the public school that Microsoft helped design and launch in partnership with the Philadelphia school district.

De Blasio dropped a lot less red meat about education after he became the runaway front - runner, giving skeptical reformers their first reason for hope: perhaps de Blasio is a practiced pol but not an ideologue.

I was in Cleveland the other day, talking about Letters to a Young Education Reformer.

Reed Hastings, the CEO of Netflix and a savvy education reformer, has talked about how software is best at teaching «subjects with correct answers,» and not so good, at least not yet, at clarifying subjects that require interpretation — helping us understand an Emily Dickinson poem, grasp the multifaceted complexity of the Civil War, or appreciate the nuances of a mathematical proof.

Quoting from my recent blog «It's Easy to Become «The Man,»» she expressed concerns about reformers who «become just another breed of bureaucrats — a new education establishment.»

I just perused Rand Quinn and Amanda Jones - Layman's thoughtful and pretty generous take on Letters to a Young Education Reformer, and it got me thinking about the tangled relationship of passion and professionalism when it comes to school reform.

Yesterday, I had the opportunity to spend some time talking about takeaways from Letters to a Young Education Reformer at the annual convening of the Harvard Ed School's Strategic Data Fellows.

As we have reflected about the impact of the NBPTS and its board - certified teachers, who still constitute only 1 percent of all teachers, it seems that the National Board and education reformers need to give far more attention to trying to increase the cost - effectiveness and the multiplier effects of board - certified teachers as leaders and exemplars.

If entrepreneurs can be «too nice» in a public forum, self - styled reformers can be too vague — choosing to bang familiar drums like «teacher unions,» «school choice,» «accountability,» or «incentives» rather than talking clearly and concretely about the mechanics of reinventing K — 12 education.

Some individual reformers and critics know what they want, of course, but no one way of thinking about education policy has taken hold.

For those of us who cover the nation's education crisis, it is easy to joke about the ranting and raving of some defenders of traditional public education, who have what they consider to be clever names for charter schools and impugn the motivations of reformers with wealth (even as they defend teachers unions who bring in $ 622 million every year through dues collected forcibly from teachers who may or many not even support their aims).

Today, debates about the purpose and provision of education — on the left and the right alike — are reduced to platitude - laden charges that it is up to schools to do what the social reformers of the 1960s could not accomplish through entitlements, social - welfare programs, or other Great Society initiatives.

I don't know ----- since reading Diane Ravitch's, E.D. Hirsch's, and Charles Murray's latest books, along with much of the recent books about the current thinking in psychology, I find it highly unlikely that the confidence of education reformers in the efficacy of «objective measures» of student performance is well - placed.

But in 2011, reformers set ambitious goals for how many options could be afforded to parents, so even if participation is light, the range of choices that parents and children have in education should cause everyone to think twice about how public schools have been operating.

On the Ed Next blog, Mike Petrilli writes about some of the approaches education reformers should consider embracing if we want to give less affluent kids a better shot at moving up: 1) working harder to identify talented children from low - income (and middle - income) communities and then providing the challenge and support to launch them into the New Elite via top - tier universities, and / or 2) being more realistic about the kind of social mobility we hope to spur as education reformers.

«Structural» education reformers — the kind who worry about school governance, choice, standards, accountability, ESSA, universal pre-K, graduation rates, collective bargaining, etc. — have long been faulted by «inside the classroom» educators for neglecting pedagogy and curriculum.

While education reformers were busy last week writing about what the election of Donald Trump would mean for education policy, Chalkbeat's Elizabeth Green wrote about what the election results meant for education reformers.

In other words, however much importance an education reformer or public official may place on curriculum, in America it's hard to find and grasp any levers that enable one to do anything about it.

At the same time, Rotherham fails to remember that for all the preening of Beltway reformers, the most - successful school reform efforts have been — and continue to be — done by folks who didn't know much about education until stumbled into reform.

What is most noticeable and most different about the promising efforts of the last decade is that Catholic - education reformers are now taking a different tack.

Education reformers that suggest that their schools have closed the gap without being honest about all of the gaps caused by economic inequality are furthering the problem by suggesting that we can solve these problems with just some great schools.

Connecticut educator and fellow education blogger Ann Policelli Cronin recently posted a great article about how the «education reformers» and their Common Core and Common Core testing scheme are seeking to narrow down the role of public education.

Whatever anyone thinks about charter schools or district schools, education reformers or teachers unions, Democrats or Republicans, or any other false choice that has divided our politics and our district, let's stipulate that everyone on all sides of this debate are good people who care about kids.

The New Yorker talks to Eva Moskowitz and other education reformers about President - elect Trump and how his views could shape education policy.

By being more concerned about how accountability supposedly feels to those working in schools than on the demonstrable benefits to the poor and minority kids who deserve high - quality education, Petrilli and others have failed a key tenet of being school reformers.

Should this occur, the sharp decline in passing rates will reinforce the reformers» claims about our nation's «broken» education system.

I write about the «reformers» at some length in my new book, «Addicted to Reform: A 12 - Step Program to Rescue Public Education.»

Education reformers don't care about teacher credentials or experience, because some economists say they don't raise test scores.

After all, reformers (along with traditionalists) go on an on about the importance of «teacher's voice» in shaping the transformation of American public education — even though the reality of how teachers work (in silos, out of sight of one another, often without the strong subject - matter competency needed to help kids succeed) makes them far less expert on education than they may think.

From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math by 2016 - 2017), to complaints from House Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based reformers about how the administration allowed states such as South Dakota to count General Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based reformers as well as from centrist Democrats finally acknowledging the high cost of their push for revamping No Child at any cost.

Advocates of integrating technology education in teacher education face a significant obstacle that may not be experienced by other curriculum reformers — they probably do not know much about curriculum reform.

I've witnessed many debates with Education Reformers wasting time trying to convince folks that don't want to be convinced about the power of school choice.

Bill Cibes made a fundamental difference then and does so now when he tells ConnCAN and the other «corporate education reformers» that we will not back down in our commitment and dedication to protect what is right about public education while we seek to develop and implement policies that make a real, honest and positive impact on the quality of education in our state.