Sentences with phrase «education reformers did»

At the very school that serves as the symbol of the Vallas» «progress» and his approach to public education, the candidates opposed to Vallas and the corporate education reformers did THREE TIMES BETTER than those endorsed by the Democratic Party establishment and who are committed to individuals and an agenda that is undermining public education in Connecticut.

It's about time American politicians and education reformers did the same.

«What education reformers did with student surveys» Is Clearly A Candidate For Best Educational Policy Post Of The Year

Most education reformers didn't see Illinois as ground zero for a major school - choice initiative.

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

Today's education reformers don't want teachers who cost more, or who speak their mind about untested curriculum changes, who bitch about Common Core State Standards, high - stakes testing or crummy student treatment.

Michelle Rhee doesn't get it, Jason Kamras doesn't get it and this new wave of education reformers don't get it.

Most of us grassroots activists don't have the millions of dollars to lobby legislators like the Corporate Driven Education Reformers do.

Not exact matches

In so doing, the AFT has found common cause with a number of education reformers with whom it normally doesn't agree.

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.»

As I observed last year in Letters, three decades as an education roustabout have taught me at least one thing: The passion that so many bring to school reform fuels a confidence that the next big idea will be the one that works, and leaves reformers loath to spend much time asking why the last big idea (and the one before that) didn't.

Finn states that digital learning is «more than the latest addition to education reformers» to - do lists.»

This is a problem familiar to education reformers: a voluntary 25 - year - old program that sends minority students from Boston to surrounding suburban districts has a waiting list that exceeds 12,000 kids because the receiving schools say they don't have enough space to accept more children.

The legislature's leadership and commitment for the past six years, combined with Mayor Peterson's and Ball State University's ability to authorize charters (and willingness to do so), along with reform - minded superintendents such as Eugene White working to improve the Indianapolis Public Schools (IPS), demonstrate to the country's education reformers that Indianapolis is prime territory for innovation and investment.

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

One of the things driving education reformers in America is the desire to make sure what works for some can work for all and we want to try to do the same thing.

The U.S. and the U.K. were both awakening to being «nations at risk,» due in no small part to the parlous state of their public education systems, and reformers in both countries were pushing for big changes — changes that their respective «education establishments» didn't want to make.

Digital learning is more than the latest addition to education reformers» to - do lists, filed along with teacher evaluations, charter schools, tenure reform, academic standards, and all the rest.

It is hard to see what else the administration could have done, given the failure of Congress to make corrections itself, the manifest impossibility of carrying on with the law as written, and the protest that would have come from Democrats in Congress and the army of education reformers if the administration had simply settled for waivers.

Some education reformers and media outlets are already using the results of the new, tougher tests to brand schools as «failing» if most of their students don't meet the higher standards.

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.

FERA would seal their fates as education reformers when Virginia Gilder, then the wife of one of their major political reform benefactors, Wall Street financier Richard Gilder, asked Carroll what she could do to help fix the schools.

Those same progressive «education reformers» who are worried what a President Trump might do should recognize that the same stuff they've cheered under Obama has opened the door for Trump — or future imitators.

And when you add these social benefits to the educational advantages of customized schooling, you can see why I'm glad that Jeb Bush and other reformers had the Hank Greenberg — like chutzpah to change the way that Florida does education.

Yet education reformers are doing their very best to counter this healthy democratic impulse — and they have largely succeeded.

With the social engineer's calm assurance that there are clear, identifiable interventions to resolve every problem, today's education reformers insist that closing the achievement gap is a simple matter of identifying «what works» and then requiring schools to do it.

This means not only fighting to loosen the stranglehold of the teachers» unions, as many reformers have tried to do for years, but also rethinking some of the premises and timeworn organizational arrangements of the American system of education.

It is crucial to recognize that «reformers,» not educators, have driven this shift: In a 2008 survey, for instance, education pollsters Steve Farkas and Anne Duffett asked, «For the public schools to help the U.S. live up to its ideals of justice and equality, do you think it's more important that they focus equally on all students regardless of their backgrounds or achievement levels... or disadvantaged students who are struggling academically?»

There are alternatives that could have been discussed: Some education reformers insist that student portfolios are a better basis for assessing student learning than standardized tests, and researchers using ethnographic methods sometimes come up with insights that we do not find in standard statistically based research.

«Education reformers and policymakers take note: Catholic schools bring something to the table that charters don't....

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.

Higher education reformers might find such students and do all they can to get them across the finish line.

While I was on blog break in August finishing Letters to a Young Education Reformer, HBO host John Oliver did a segment making fun of charter schools.

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.

That person's job is to do education politics and policy — to work with members of Congress and governors, to understand how a bill becomes a law, to provide moral support to reformers as they fight it out in the states and at the local level.

Montclair High School's parents and juniors didn't fall for the lies and absurd rhetoric coming from those education reformers — in fact — 68 percent of the students there actually refused to take the Common Core test.

When you consider all the ways in which American public education harms the lives of children black and brown as well as denies them brighter futures, it is critical that reformers put as much energy into transforming the systems as some are doing in taking down Confederate statues in public parks.

But like most charter schools do not look at all at like rich private schools I would expect the same with boarding schools, so it is concerning that education reformers are pushing this..

While it is not clear whether Luke Bronin simply doesn't understand education policy or is hiding his true positions from Hartford voters, the reality is that the charter school industry and the education reformers are lining up for the golden boy from Greenwich and that, in turn, makes it very clear whose side he will be on if elected mayor of Hartford.

And Parent Trigger laws can help advance systemic reform by addressing an aspect of education that many reformers, especially those from white households that aren't religious, don't have to consider.

On the education reformer front, I realize that a charter leader does not want to be distracted by the complicated messy political issues around how to reduce poverty but I don't know how they can continue to ignore the obvious impacts of poverty.

IF pro corporate reformer $ like Gate $, Duncan, Obama, Malloy, Pryor, and Perry truly wanted to improve education they would u $ e logical analy $ i $ and de $ ign, and deploy re $ ources where they could do the mo $ t good with the lea $ t impact on tax payer $.

The fact that school reformers and others such Charlie Barone of Democrats For Education Reform, Andy Rotherham, and the Center on Education Progress proved that Duncan's estimates were nothing but smoke didn't dissuade the administration from granting waivers to 33 states and the District of Columbia so far this year.

But along with a similar initiative launched last year by the administration to expand educational opportunities for Native American kids (and slowly revamp the U.S. Bureau of Indian Education), the new effort does bring attention to the low educational achievement among young black children — especially young black men — and reinforces Obama's generally laudable record as School Reformer - in - Chief.

Education reformers have invested way too much in people who do almost nothing except craft political messages.

My sense, however, is that many education reformers — who are often left - leaning — don't want to say that at all.

It also means that teachers do more than «education reformers» care to admit.

Do all «education reformers» think standardized tests are fabulous and flawless?