A review of Educational Goods: Values, Evidence, and Decision-Making by Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift
A review of “The Case for Connection” by Jonathan Zimmerman and Emily Robertson
A review of “Charter Schools at the Crossroads” by Chester E. Finn Jr., Bruno V. Manno, and Brandon L. Wright
A review of “The Battle for Room 314” and “The Secret Lives of Teachers”
A review of “The Prize: Who’s in Charge of America’s Schools?” by Dale Russakoff
A review of Joel Klein’s “Lessons of Hope”
A review of Elizabeth Green’s “Building a Better Teacher”
A review of ‘Teachers Versus the Public,’ by Paul E. Peterson, Michael Henderson and Martin R. West
“The Allure of Order” by Jal Mehta, as reviewed by David Steiner
A review of Born to Rise, by Deborah Kenny, and Mission Possible, by Eva Moskowitz and Arin Lavinia
The content that teachers deliver in the classroom matters just as much as how effectively they deliver it.
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.
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.
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.