Here’s a quick look around at what Fordham’s bloggers had to
say this week:

  • “Judges
    simply assume that poor performance implies inadequate funding, and that
    layering more money on top of failing systems will improve student
    outcomes,” wrote Stretching the School Dollar’s Chris Tessone in his analysis
    of a New Hampshire
    bill to limit the courts’ role in school funding decisions.
  • “Unlike
    many existing scholarship programs that award an attractive dollar tax
    credit for every dollar in contributions, Virginia would allow individuals
    and businesses to write off only 65 cents for every dollar they donate to
    a nonprofit scholarship organization,” noted Adam Emerson in his Choice
    Words critique
    of the Old Dominion State’s new tax credit scholarship program.
  • “The
    question is not whether student achievement data should be used
    as one of several measures of teacher effectiveness, but rather how those
    data should be used and who is ultimately in the driver’s seat,”
    argued Kathleen Porter-Magee in her Common Core Watch essay
    against “principal-proofing” schools.
  • “The
    idea behind gaming is to involve students in the learning process, which
    is probably teacher’s most difficult challenge,” explained Mike Lafferty
    on the Ohio Gadfly Daily, in his article
    on the use of computer games in math instruction.
  • “Would
    you rather have a child you care about in a class of 28 with a highly
    effective teacher or a class of 23 with a mediocre teacher? Following the
    President's advice is a recipe for the latter,” warned Checker Finn in his
    Flypaper post
    on President Obama’s recommendation that states “get more teachers into
    our classrooms.”
  • “A
    national curriculum is great; a nationalized one is not. And there’s a
    difference,” observed Board’s Eye View’s Peter Meyer in his reflection
    on criticisms of the Common Core.

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