Turning schools into robot factories. By Joanne Yatvin

I never miss reading the newspaper comics. Not for entertainment, but because I think their creators are some of the most intelligent and well-informed people on the public scene. As a group, they have mastered the subtleties of language, politics, philosophy, and human behavior. Right about now I am struck by how many comics are… Read more »

Published Online: September 21, 2010 Merit Pay Found to Have Little Effect on Achievement By Stephen Sawchuk

The most rigorous study of performance-based teacher compensation ever conducted in the United States shows that a nationally watched bonus-pay system had no overall impact on student achievement—results released today that are certain to set off a firestorm of debate. Nearly 300 middle school mathematics teachers in Nashville, Tenn., voluntarily took part in the Project… Read more »

Testing and miseducation. by Dr. Joseph A. Ricciotti

As we approach the beginning of a new school year, we find that education is in a crisis primarily due to the standardized testing mania that currently exists in the country. Teachers and parents need to ask themselves if the emphasis on testing and the time devoted to test preparation is helping to improve education,… Read more »

We Must Shift From Teacher Quality to Teaching Quality By Joseph Wise

Remarkable transformations in pre-K-12 education have occurred over the past 30 years; some have actually enriched schools and school systems by implementing systemic efficiencies. Others have served to heighten awareness of all that effective teaching actually entails. But many have been devastating. They have weakened the work being done in pre-K-12 classrooms, and set in… Read more »

Should test scores be used AT ALL for teacher evaluation? By Valerie Strauss

Earlier this week a major report was released (pdf) saying that “value-added” formulas based on standardized test scores to evaluate teachers are unreliable and should not be used as a major factor in teacher assessment. “Value-added modeling” has become the new big phrase in the education world. Essentially, it means measures that use test scores… Read more »

Merit Pay or Team Accountability? By Kim Marshall

It’s time to admit that the idea of evaluating and paying individual teachers based on their students’ test scores is a loser. This logical-sounding strategy for improving teaching and learning sinks for multiple reasons: practical (standardized-test results arrive months after teachers are evaluated each spring); psychometric (these tests aren’t valid for one-shot assessments of individual… Read more »

Dear President Obama…Sincerely, Parents Across America

Dear President Obama: Several weeks ago, we wrote to you about our concern that your proposed “Blueprint for Reform” did not acknowledge the critical role parents must play in any meaningful school improvement process. We also expressed our serious reservations about some of the Blueprint’s strategies. Our goal is simple – to ensure that our… Read more »

How ed reformers push the wrong theory of learning. By Marion Brady

In alphabetical order: Mike Bloomberg, mayor of New York City. Eli Broad, financier and philanthropist. Jeb Bush, ex-Florida governor and possible 2012 presidential contender. Arne Duncan, U.S. Secretary of Education. Bill Gates, business magnate and philanthropist. Joel Klein, chancellor of New York City schools. In education issues, mainstream media sometimes call these gentlemen, “The New… Read more »

Performance Is Not Necessarily Learning By Walt Gardner

Leave it to the British to teach Americans about their common language. A report by the Institute of Education on more than 100 international studies found that obsessing on performance on standardized tests is counterproductive to learning about the subjects evaluated by these tests (“Pupils do better at school if teachers are not fixated on… Read more »

Turning Children Into Data A Skeptic’s Guide to Assessment Programs By Alfie Kohn

Not everything that counts can be counted, and not everything that can be counted counts.—Albert Einstein Programs with generic-sounding names that offer techniques for measuring (and raising) student achievement have been sprouting like fungi in a rainforest: “Learning-Focused Schools,” “Curriculum-Based Measurements,” “Professional Learning Communities,” and many others whose names include “data,” “progress,” or “RTI.” Perhaps… Read more »