Sentences with phrase «education reformers think»

Gallup has reported that only about one in five respondents think «improving the nation's lowest - performing schools» is the most important of the nation's education challenges — yet it seems that five out of five education reformers think just that.

Education reformers thought that there is a significant difference in the pedagogic needs of pre-adolescent, early adolescent, and later adolescent children.

Going into Tuesday's midterm elections, education reformers thought it was time to clean house.

Not exact matches

From the reactions of education reformers, however, you'd think Oliver was Edward R. Murrow and that the expose had appeared on 60 Minutes, not a late - night comedy show.

The new course, Thinking and Acting Like an Education Reformer, will use the case method to understand leadership and policy challenges in high schools.

This gently stated but dismissive view of the importance of reading instruction troubles me because I think it captures a viewpoint widely shared by many education reformers.

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.

For sure, some of the author's analysis rings true: K — 12 education reformers sometimes try to scare the public and policymakers into action (think «A Nation at Risk»), and the Right may use the language of a «strict father» when arguing for testing, standards, and sanctions for failing schools.

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.

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

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?»

It's a gross distortion to claim that reformers think charter schools — a tiny fraction of all public schools — are the only solution for all the ills of the education system.

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.

If you think I'm wrong, that things are working out splendidly and just as advertised, then feel free to skip this article and my recent book, Letters to a Young Education Reformer.

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.

But school reformers might take the 2015 findings as a red light on the dashboard, a warning that efforts to alter the public's thinking on education policy may be faltering.

In their insular little world, think tank based education reformers are Kings of the Lilliputians.

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

The misuse of and over-emphasis on test scores caused by pressures from media, corporate - style education reformers, and misguided federal laws has forced schools nationwide to teach to these tests, focusing one - sidedly on rote skills and ignoring higher - level thinking.

Far too many education reformers seem to think that if only we were to improve the number of high performing charters or effective teachers we might rectify all of the inequality in this country.

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.

I agree that poorly prepared teachers is one cause of the high dropout rate, but as with most problems, many causes exist, including an anti-intellectual culture that values over-paid athletes and celebrities w / no obvious talent (e.g. Kim Kardashian); parents who think all their male children will grow up to be Yankees so never put books in the kids» hands; pseudo education reformers who sell a narrative that a first year teacher is no different from a veteran with a grad degree and thirty years teaching experience, administrators who hire based on coaching rather than teaching, school boards that cut library programs rather than sports, etc..

Thanks in part to a board of education dominated by conservative reformers such as Andy Smarick of the American Enterprise Institute and former Thomas B. Fordham Institute President Chester Finn Jr. (the latter of whom presided over the think tank's initial activism against the Obama - era guidance), the Old Line State only plans to intervene when suspension levels for poor, minority, and special ed - labeled children are three times higher than that of other peers.

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

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.

Do «education reformers» think all teachers are bad, or the only ones in the system that need to be held accountable?

But reformers must not think that lawsuits alone are the most - important or even only tactic necessary for transforming American public education.

After all, neither Brill nor Guggenheim (or even other reformers, including those in the Parent Power movement) hold ed school degrees, are ensconced in think tanks, or have spent a day in a classroom — even though it doesn't take the possession of either credential to know that American public education is in crisis.

One would think Democrats who identify themselves as education reformers would fight for immigrants in state houses and in Congress.

Inside, the reader will find participants» thoughts on how education reformers might address challenges in four distinct areas: 1) allocation and alignment of resources to support standards - based reform and higher expectations for all students, 2) generating resources for the interventions and specialized programs necessary to support the learning of students with special needs, 3) allocating resources to support learning in alternative education settings, and 4) developing funding strategies for dual enrollment programs.

Fullan (1991) recognized systems thinking's importance in education by writing that too many education reformers promote piecemeal change that can result in unintended consequences, or no consequence, due to mitigating circumstances in other areas of an organization.

Furthermore, as Brooks says, his serious education reformers rely on partisan think tanks for validation, as clowns would (clowns upon clowns, of course) instead of on professional organizations (the AAUP comes to mind) where real understanding of needs and possibilities lie:

Still, Greene thinks that even though reformers have not succeeded in really transforming teacher evaluations, they have effectively narrowed public discourse around education, defining «achievement» down to mean, merely, gains in reading and math scores.

We are researchers, thought leaders, policy experts, tool - builders, and on - the - ground consultants who work with leading education reformers.

We are researchers, thought leaders, tool - builders, and on - the - ground consultants who work with leading education reformers.

You'd think an effort to improve school standards and promote higher expectations for students — adopted by 45 states, embraced by the business community, and endorsed by governors and education reformers from both parties — would be about as controversial as motherhood and apple pie.

And this is where education «reformers» need to think especially carefully because it is not just the schools of today that they are impacting.

In other words, the current board is sharply divided along ideological lines, with members too often focused on scoring political points and talking as though they're channeling either UTLA leadership or the most rigid of reformers, rather than thinking independently to come up with rational ideas that advance the cause of sound education.

People who think that dealing with the effects of poverty should be considered in any school reform plan that has a hope of sustained success:» d) are going beyond the experience and capability of education reformers and the scope of education policy

But scandal - plagued voucher programs allow for centrist and liberal Democrat reformers to indulge in such fallacious thinking, and, in the process, weaken the multi-partisan coalition needed to overhaul American public education.

These renegade groups, composed generally of younger teachers, are trying to accomplish what a generation of education reformers, activists and think tanks have not: forcing the unions to genuinely mend their ways.»

Gary Rubinstein: Why I did TFA and Why You Shouldn't Owen Davis: Teach for America Apostates: a Primer of Alumni Resistance Jesse Hagopian: Seattle Public Schools should avoid «Teach for Awhile» program Alex Caputo - Pearl: Teach for America Shows the Downside of Quick Fixes in Education Camika Royal: Swift to Hear; Slow to Speak: A Message to TFA Teachers, Critics, and Education Reformers True Confessions of a TFA Dropout Julian Vasquez Heilig: Teach for America: Feel - good Spin vs. Dose of Reality From a Corps Member Why I'm Quitting TFA The Atlantic: I Quit Teach for America Jameson Brewer: Hyper - accountability, Burnout and Blame: A Former TFA Corps Member Speaks Out Matt Barnum: It's Time for Teach for America to Fold — former TFAer Noam Hassenfeld: This Former TFA Corps Members Thinks You Should Join City Year Instead

School reformers have rushed to push through huge changes in public education in recent years without sufficient thought about the reforms themselves, implementation issues and unintended consequences.

Although I have been involved in the start - up and management of two charter schools, I think educational reformers who are depending on them to transform public education are overselling their virtues.