Mark Anderson is a special education teacher in the Bronx. He is originally from California and still trying to convince himself that skyscrapers are equivalent to mountains. Follow Mark on Twitter @mandercorn or on his blog Schools as Ecosystems.

From where I sit—as a special education teacher in East Tremont in the Bronx—it looks to me like the same issues that plague my public school and district plague the school system at large.

It's rare that content knowledge, pedagogical wisdom, or other experiential knowledge is transferred between classrooms, let alone between schools or between districts. It does happen, when those few teachers that establish meaningful relationships with one another talk about a lesson, or ask to borrow something, or ask for help when they are struggling with a concept. But it doesn’t happen often enough.

One would think that this sort of meaningful transfer of information would occur as a result of professional development or prep period time, but professional development largely seems to stand for "paying some institution lots of money so it can come and tell us how to teach." It's rare that anything that is...

First thing in my email inbox this morning was an “Advocacy Alert” from the New York State School Boards Association (NYSSBA): It was the “2012 Resolution Kit,” a kickoff notice to get the wheels rolling so that NYSSBA presents a united front in lobbying the state legislature. This was a rather tame “alert,” as these things go. Others have had a Whitney Tilson quality: “Free the Schools!” or “Full Court Press!” or “Mandate Relief? Give us a break!”

Like many such organizations, NYSSBA can be wordy and bureaucratic, but I was happy to see that this year’s kit included a statement that “the Association currently lacks resolutions addressing some of public education's most pressing issues” and that “examples of issues that lack the support or opposition of a NYSSBA resolution are:

  • How the state will address the rising costs of energy and health care and the impact on local taxes.
  • Whether or not charter schools should be allowed to join NYSSBA or receive NYSSBA services.
This resolution signals a major move forward on the part of an organization that tends to be resolutely establishment.

The second resolution signals a major move forward on the part of an...

John Chubb is CEO of Leeds Global Partners and a Distinguished Visiting Fellow at the Hoover Institution where he is a member of the Koret Task Force on K-12 Education. He is co-author with Terry Moe of Liberating Learning: Technology, Politics, and the Future of American Education and author of "Overcoming the Governance Challenge in K-12 Online Learning."

If a public school student wants to take an Advanced Placement course from Apex Learning, a respected provider of online AP instruction, who should determine whether the student may do so? Today, the answer is almost uniformly, the local school board (or charter board) that governs the student’s school. Should it be so?

States have long delegated to local boards the authority to determine how students satisfy state standards such as graduation requirements. If a student wants to meet a state standard by some means other than what his or her school is offering, local board policies determine whether the student may. This makes a certain amount of sense. Students and families may want an option of dubious academic value.

But boards may decide these matters with more on...

John Kirtley
Chairman of Step Up for Students

Guest blogger John Kirtley is the founder of two private equity firms in Tampa, FL. He is the chairman of Step Up For Students, a non-profit that administers the tax credit scholarship program and which now empowers the parents of nearly 40,000 low income Florida children who attend a private school of their choice, and of the Florida Federation for Children, a "527" political organization active in Florida legislative races. He is vice chair of the American Federation For Children, a national parental choice advocacy organization, and also a board member of the Florida Charter School Alliance and the Hillsborough County (Tampa) Education Foundation.

The most important governance question is: “Will low income and working class parents truly direct the taxpayer dollars used to educate their children?”

The definition of “public education” is changing rapidly, even if some don’t want it to. It used to mean giving taxpayer dollars solely to districts to operate all schools, where kids are assigned by zip code. The emerging definition, which I prefer, is using taxpayer dollars to educate children in the best way possible for each of them,...

Harold Kwalwasser

Harold Kwalwasser was the General Counsel of the Los Angeles Unified School District from 2000-2003. Previously, he had served in the Clinton Administration and as a senior staffer in the California State Senate and the United States Congress. He currently writes and consults on education issues. In 2009-10, he visited 40 high performing and transforming school districts to see what is working in American education as part of his research for his book, Renewal, Remaking America's Schools for the 21st Century, which has just been published by Rowman and Littlefield.

The BIG Question: What’s the most important governance issue?

We have spent most of the last three years watching Congress contemplate reauthorizing No Child Left Behind.

That contemplation has involved endless discussions of all sorts of issues and ideologies, but it has missed what may be the most important question in American public education today: Can we trust school districts to deliver the kind of education we want for our kids?

Does trust matter? Absolutely.

There are two indisputable facts that underscore the importance of trust. On the one hand, there are absolutely terrific districts in this country. They are so good and so effective at teaching every...

March (ESEA) Madness?

Mike and the Heritage Foundation’s Lindsey Burke step outside to debate the place of climate science in standards and whether John Kline’s ESEA proposals stand a chance, while Amber looks at the relative merits of a four-day school week.

Amber's Research Minute

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week - Download the PDF

Guest blogger Neerav Kingsland is the chief strategy officer for New Schools for New Orleans. In this post, originally published on the Title I-Derland blog, he explains the lessons education reformers can learn from Europe's transition away from communism.

Andre Shleifer, a professor of Economics at Harvard, recently wrote an excellent article: “Seven Things I Learned About Transition from Communism.” In case you don’t know Andre, some consider him to be the most cited economist in the world.

The analysis is interesting throughout—it deviates from both
“progressive” and “conservative” talking points on key issues. Take five
minutes and read the whole thing.

For those of us Relinquishers
who see opportunity in moving public schooling from government-operated
to government-regulated and non-profit run, lessons abound. For those
skeptical of these types of reforms—lessons also abound. See below for
the summary of Andrei’s lessons—laced with my takeaways for improving
our educational system:

Lesson 1: “First, in all countries in Eastern Europe
and the former Soviet Union, economic activity shrunk at the beginning
of transition, in...

Save the podcast!

Mike and Janie make the case for keeping the Education Gadfly Show going with witty analysis of Common Core critics, student discipline follies, and the GOP’s education conundrum. Amber delves into teacher dissatisfaction and Chris asks “What’s up with that?” one last time.

Amber's Research Minute

 The MetLife survey of The American Teacher - Download the PDF

What's Up With That?

Teacher's health insurance policy includes free plastic surgery.

The conventional wisdom among
reformers today is that “we know what to do, but we don’t have the political
will to do it.” I’d frame it differently: We increasingly have good policies in
place, but we don’t know how to turn them into reality. And because most
policies aren’t “self-implementing,” we have to solve the problem of “delivery” if reform is going to
add up to a hill of beans.

Those of us at the Fordham
Institute (and our partners at the Center for American Progress) have been making
the case
that our governance structures impede our ability to do
implementation right. Local school districts—with their elected school boards,
susceptibility to interest group capture, and lack of scale—aren’t always
inclined or well suited to turn legislative reforms into real change on the
ground. I’ve wondered
out loud
whether we should abolish school districts and run the whole kit
and caboodle out of state departments of education.

How about creating a “virtual education ministry”
that school districts would choose to associate with voluntarily?

That’s still a tantalizing idea,
but probably too radical...

Everyone predicted that Justice
Cynthia Kern’s ruling
last January to allow the release of the value-added
scores for New York City teachers—with the teachers’ names—would set off a
firestorm when the names were released (which is what
when Los Angeles did the same thing in 2010). And it did.

“Teachers will be right in feeling assaulted and compromised,” declared
Merryl Tisch
, chancellor of New York
State’s Board of Regents, just after New York City released
some 18,000 teacher evaluations to the public last week.

“The arrogance of some people to say that the parents don't
have the ability to look at numbers and put them in context and to make
decisions is just astounding to me,”
Mayor Michael Bloomberg shot back
. “This is about our kids' lives. This is
not about anything else.”

It is possible that in a different era, a court might very well have
concluded that releasing teachers’ names was quite insane.

That pretty much set the tone for the debate: another assault on
teachers versus the public’s right to know. And it turns out that the best