If the USA Today allegations are true, then the adults who changed students’ answers did much more than just cheat on a test. They also cheated those students, by allowing them — and their families — to think that they had learned material they clearly hadn’t.

The path to ESEA reauthorization just got a lot steeper, as many Republicans will refuse to play ball with an Administration not willing to compromise on a top GOP priority.

Once the Gates-Fordham-AFT-USDOE coalition settles on the details of nationalizing standards, curriculum, and testing, it will become extremely difficult to change anything about education.

Are we letting our digital obsessions distract us from obligations to teach knowledge?

Fundamental reform—based on tying benefits to contributions—is needed to fix these broken systems.

I don’t always agree with Marc Tucker but he knows a heckuva lot...

In a provocative new school funding case, a federal court judge in Kansas City ruled against parents from the suburban Shawnee Mission school district who had wanted to increase property taxes above the state mandated limit. This is a local control debate that is sure to heat up as we stumble through the current financial crisis.

“Teachers wonder, why the heapings of scorn?” is the front page headline over a Trip Gabriel story in today’s New York Times. And, indeed, teachers have been taking it on the chin of late.

Too Simple to Fail, a new book from Oxford University Press, is a review of thirty years of research into how children learn. The author, R. Barker Bausell, a biostatistician in the School of Nursing at the University of Maryland, has come to the conclusion that classroom instruction is hopelessly obsolete, and that the answer to the deficiencies of our educational system is the tutorial model.

Yesterday, I noted a few worrisome signs that the Common Core effort is moving forward with a lack of attention to how it may clash with other practical considerations or improvement strategies. A particularly compelling example is posed by the looming collision that might occur when the unfolding effort comes to the attention of charter schoolers and school choice enthusiasts.