Recent Blog Posts
Across the country, parents, teachers, and students are beginning to pushback—hard—against the misuses and abuses of standardized testing in our educational system.
I’ve just returned from a meeting of the Board of Directors of the National Board of Professional Teaching Standards (NBPTS), and I am thrilled about where this important organization is headed.
I also feel the need to set straight some disparaging rumors about NBPTS and encourage people to look more closely at what is an important front in the education reform battle in this country.
Much of the discussion today around writing at the secondary and community college levels focuses around remediation or developmental writing (aka getting students ready for “college-level” writing). Never mind (for now) that there is much debate within higher education over what college-level writing actually is. Too many people, even within the teaching profession, equate good writing only with having technical proficiency in using grammar conventions.
The concept of charter schools is not a bad one, and I know there are some very good ones that have made a difference in the lives of children and communities. But let’s be clear: True school choice means I live in my chosen community, surrounded by great public schools and other educational options.
I am always amused by those who take the educational hierarchy seriously. If it weren't so sad, it would be quaint.
I've joined with some great education friends to encourage a broad grassroots defense of public education. The Network for Public Education hopes to build what fellow co-founder and NPE president Diane Ravitch describes as "a huge social network of parents, students, teachers, administrators, school board members, and all others who believe in public education and sane educational policy that focuses on a full and rich education for a
A wonderful piece from Hechinger Report on the often overlooked, unaddressed, and largely avoidable obstacles that prevent qualified students from entering college.
Regular Radical Readers know that high stakes testing is in the forefront of my mind right now. I guess that's just what happens when you live and work in a nation hellbent on tying teacher evaluation to the scores that students produce on multiple choice exams.
Blogger's Note: My thinking here is unpolished. I'm wrestling with the time-honored notion that one of the primary purposes of high school is to prepare kids for college. As a teacher, that's always rubbed me a little wrong. Not sure I have the answers, but I wanted to have the conversation. Looking forward to hearing what you think.
One of my all-time favorite assertions about grading in schools comes from Grant Wiggins. He writes:
"The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback. Grades are here to stay, no doubt—but that doesn't mean we should rely on them as a major source of feedback."