David Steiner

    Author Bio:
    David Steiner is executive director of the Johns Hopkins Institute for Education Policy and professor of education at Johns Hopkins University.


A Contemplative Approach to Education Policy

A review of Educational Goods: Values, Evidence, and Decision-Making by Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift

FALL 2018 / VOL. 18, NO. 4

On Teaching Controversy

A review of “The Case for Connection” by Jonathan Zimmerman and Emily Robertson

SUMMER 2017 / VOL. 17, NO. 3

A Judicious Overview of the Charter Movement

A review of “Charter Schools at the Crossroads” by Chester E. Finn Jr., Bruno V. Manno, and Brandon L. Wright

SPRING 2017 / VOL. 17, NO. 2

One Hundred Miles and a World Apart

A review of “The Battle for Room 314” and “The Secret Lives of Teachers”

Fall 2016 / Vol. 16, No. 4

In Newark, a Gift Wasted?

A review of “The Prize: Who’s in Charge of America’s Schools?” by Dale Russakoff

SPRING 2016 / VOL. 16, NO. 2

NYC’s Former Schools Chancellor Recounts Struggles and Successes

A review of Joel Klein’s “Lessons of Hope”

SUMMER 2015 / VOL. 15, NO. 3

Cracking the Code of Effective Teaching

A review of Elizabeth Green’s “Building a Better Teacher”

Reporting Opinion, Shaping an Agenda

A review of ‘Teachers Versus the Public,’ by Paul E. Peterson, Michael Henderson and Martin R. West

FALL 2014 / VOL. 14, NO. 4

The Quest for Rationalization

“The Allure of Order” by Jal Mehta, as reviewed by David Steiner

Fall 2013 / Vol. 13, No. 4

It Can Be Done

A review of Born to Rise, by Deborah Kenny, and Mission Possible, by Eva Moskowitz and Arin Lavinia

SPRING 2013 / VOL. 13, NO. 2

Blog Posts/Multimedia

Choosing a Curriculum: A Critical Act

The content that teachers deliver in the classroom matters just as much as how effectively they deliver it.


The Coming Common Core Assessments: How They Could Stop Patronizing our Students

If the new tests assess knowledge in ways that demand mastery of knowledge, sophisticated vocabulary, rich content, and cross-disciplinary learning, educators across the country would have a much greater incentive to bring challenging content into their classrooms.


Test Scores in New York: It’s On All of Us

Many thousands of students who took tests in New York State this year will be told this week that they fall short of where they need to be.


Please: Anything But Good News

The news – about the performance of NYC public high schools since 2003 – was almost uniformly very good. Over the next few days, not a single story appeared in the major press.

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