Blog posts from 2011

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.

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.

The New York Times recently described the many schools now starting to run pilot projects with iPads. Will they stick?

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.