Technology can revolutionize schools - if we let it. Imagine a cyber-school in an old steel mill where students from distant cities log in to learn. Or a Midwest charter school with state-of-the-art learning labs, where kids use laptops to manage their work. Here, learning happens across time zones, teachers are entrepreneurs, and innovation is ...
During the 1980s, there was a powerful movement for educational change and the nation's political institutions responded with aggressive reforms. In this volume, Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem.
Strengthening NCLB/I highlights and documents four chief concerns about the No Child Left Behind Act and then makes a compelling case for midcourse corrections. The concerns are () the impact of student standards and measures - does the act adequately provide reasonable guidance on what are fair and effective sets of standards? () public school ...
The achievement gap between white students and African American and Hispanic students in the US has been debated by scholars and lamented by policymakers since it was first documented in 1966. The average black or Hispanic secondary school student currently achieves at about the same level as the average white student in the lowest quartile of ...
Can the Government Govern? argues that the problems of American government are inherently and substantially insitutional and discusses the politically difficult requirements for overcoming it. In so doing, this volume opens the debate and public discussion necessary for change.
The authors of this study present a first-hand look at school reform in Great Britain. They show how the landmark Education Reform Act of 1988 imposed a radically new institutional framework on British education - a framework built on the same types of reforms that American activists have been proposing for years: school-based management, choice ...
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