This editorial in the Wall Street Journal cites a study by Ball State that found charter schools receive on average 19 percent less revenue than district schools. Many are showing it is possible to design models that run well on less.
Boards and superintendents, legislators and governors are about to feel the big push for digital learning. But how will this happen? There needs to be a strategy.
When there are schools that are smaller, different than traditional schools, it becomes particularly important to measure value-added performance—and to appreciate expanded forms of achievement. Schools should be held to high standards but not compelled to follow standardized processes.
The New York Times commented recently on two tasks that are captivating state legislators and education officials: assessing teachers and speeding up disciplinary processes. Teachers are resisting. That doesn’t have to be.
Eight years of New York City’s public school reforms have significantly but incrementally improved students’ performance and graduation rates. This new report looks at the goals and challenges of the iZone initiative.
In this op ed in the Montgomery Advertiser Gerald Shirley, Principal at School of Discovery in Selma, Alabama, describes the benefits of teacher run schools.
In this guest post Jon Woloshin, an advisor at the project-based TAGOS middle school, describes how a group of teachers empowered to run the school built an assessment rubric that assists them as advisors to know when to add responsibility to the students’ work load.
