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This AP story (Charter schools expand with public, private money) is best understood as a courtesy to the charter school folks who are having a big annual conference this week, or a "beat sweetener" (a story written to curry favor with powerful sources) or ... a mistaken reaction to a press release? Because charter schools aren't in great shape, no matter what the charter folks say. They've lost a lot of their national expansion funding; there's increasing awareness that the quality isn't uniformly any better than anyone else's; they're involved in less than 5 percent of the turnarounds going on
A key Senate committee yesterday voted for New Jersey’s first experiment with private school vouchers. That's not a final verdict but it's no small vote -- and a bitterly fought one -- for an effort literally two decades old.
The five-hour budget committee hearing ended with a suspense-filled vote after dark.
With a mix of Republican and Democratic support, the committee voted out the Opportunity Scholarship Act by an 8-5 tally. That cleared the way for its next vote before the full Senate and brought applause and hugs from much of the overflow crowd in the Statehouse.
But with much jockeying still ahead, including before the Assembly, behind the scenes has been a delicate balancing act of deciding exactly who would qualify for the vouchers and how much would they get.
The latest version of the bill would make New Jersey’s
Jose: First off, you and I both know I don’t even like the word “minority” because, in the words of Piri Thomas, there’s nothing minor about me.
Mr. Vilson: Whoa, buddy! HAHA!
Jose: You know what I mean. There’s just no way we’re ever going to get respect in this country if we keep
Jay Greene, discussing the use of evidence to inform policy, manages to range from the Gates Foundation’s Measures of Effective Teaching project to the evils of communism in a single blog post. Here’s the crux of his argument before it drifts off course:
I am now more aware of the opposite failing — believing that we can resolve all policy disputes and identify the “right way” to educate all children solely by relying on science. Science has its limits. Science cannot adjudicate among the competing values that might attract us to one educational approach over another. Science usually tells us about outcomes for the typical or average student and cannot easily tell us about what is most effective for individual students with diverse needs. Science is slow and uncertain, while policy and practice decisions have to be
A New York Times story "Test-Taking Cements Knowledge Better Than Studying, Researchers Say" (January 21, 2011) reports...
Graph: NY Times
"Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.
The research, published online Thursday in the journal Science, found
"Disrupting class, using profanity, misbehaving on a school bus, student fights and truancy once