achievement gap

In Connecticut, where Gov. Dannel Malloy has taken a leadership role in transforming urban education, diversity is the missing ingredient that has likely resulted in the tepid result unveiled at Hartford Public School’s 2013 State of the Schools symposium at the Bushnell Theater earlier this month.

On the one hand, it’s good news that doomsday predictions for computer-less children have been exaggerated. However, giving out computers was one of the easier solutions to closing the poverty educational outcome gap, and now we have to go back to the drawing board.

The biggest reason Chicago’s school district says it’s closing 53 grammar schools is to give students a better education. CPS has promised that every student from a closing school will be sent to a better performing “welcoming” school.

When groups representing educators discuss the achievement gap, they often say, “We know what works.’’ Far too often, though, that knowledge fails to produce results.

As much as I love the revolutionary potential of technology in education, I understand why some of those who care about public education and public universities worry about privatization and plunder.

While data gained via standardized tests like NJASK may be extremely helpful, especially when paired with other data points, the over-emphasis on such testing is a classic example of how state and federal mandates are threatening to completely bypass local control.

Mark M. Jacobs once was a Fortune 500 CEO and soon may be a Republican candidate for the U.S. Senate, but for the time being he’s leading a nonprofit group pushing for improvements in K-12 for Iowa’s education system.

California has the highest number of working poor families in the nation, but the state does an ineffective job of providing educational opportunities to boost them out of poverty, according to a new report.