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Click on our pages to find articles and guest posts about public education in America. 

From the new book

Chaos in Our Schools:

The Bottom Line
    There’s an insidious element in education that is unnoticed by most people. Schools are not set up for the children; they are set up for the convenience of the adults who run them. If children were the top priority in a school, they would not be assigned to static class groupings without the opportunity to advance to a different group when they are ready.
   If children were the top priority, the people who work with them would be seen as more important than the bureaucrats who direct those people. Class groups would not be divided into “fair” sets of upper, middle, and low aptitudes. The behavior problems would not be dispersed throughout the school so that every other child has his education seriously diminished by the outlandishness of a few.
   If children were truly the reason schools exist, the ratio of adult to child would be a reasonable and realistic one.
   Our schools, particularly at the elementary level, are operated with the guiding principles that
    1) Procedures and standards, copiously outlined, meet the

        education needs of students,
        and
    2) Children should be arranged in groupings that are

        acceptable to the adults in charge.
   This is nonsense, but at present, there is little that can be done to thwart these ideals because the teachers’ unions won’t allow for a sensible approach to education.

Why Differentiation Doesn't Work

"Differentiation is a failure, a farce, and the ultimate educational joke played on countless educators and students. By having dismantled many of the provisions we used to offer kids on the edges of learning, ... we have sacrificed the learning of virtually every student." - Dr. James Delisle in Education Week

Available on Amazon.

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The Fallacy of Performance-based
Teacher Evaluation

School-Matters

Why the experts have no idea what they're talking about:

Most teachers would say that the best determinants of student performance are low class sizes and positive student engagement. The latter is edu-speak for 'no behavior problems'. On the other hand, most administrators believe that class sizes and behavior are negligible in determining how well students learn. This is because things like class size and behavior are simple to fix, and the administrators and education gurus cannot claim expert status over them. They've learned that they can, however, claim to be experts when it comes to "inventing" new ways to teach in a classroom setting.

Poignant Viewpoints:

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Image of the Week

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What’s going on in this picture? 
Credit...The New York Times

By The Learning Network

“Soldiers in gas-protective equipment hit up a fast pace in a fire drill,” @nytimes reported of the exercise, which took place at the Anti-Gas School at Winterbourne Gunner near Salisbury, England, on February 19, 1934.

 

Our Mission Statement

To advance ideas and policies for the improvement of public education.
To expose misleading or deceptive education policy. 
To support underserved student populations.

 

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Your generous donation supports our efforts to publicize the need for school reform.  Eventually, it will support schools modeled after our prototype.  See our book Chaos in Our Schools for more.

Education is what remains after one has forgotten everything he learned in school.

                           Albert Einstein

Education is the most powerful weapon which you can use to change the world.

                   - Nelson Mandela

The beautiful thing about learning is that no one can take it away from you.

                                        B.B. King

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