Diane Ravitch has emerged as an iconic figure on America's political landscape. What Daniel Ellsberg was to the Vietnam War, Ravitch has become to the battle raging over public education
Public debate about for-profit education is confusing largely because it tends to ignore any benefits while focusing solely on the potential negatives.
If Education Nation is to deliver on its promise of a thoughtful, well-informed dialogue, it should feature both sides of the debate raging over the central issues in education
Despite research showing that closing public schools does not improve test scores or graduation rates, the federal agenda has incentivized the privatization of schools with primary fall out on low-income communities of color.
When our schools are run for profit, there are disastrous consequences for both students and teachers. Teachers are "managed" through the "outcomes" their students produce
We have been bamboozled by fast-talkers who manipulate scores, grading systems and terminology to portray public schools as failures, and their preferred alternatives as superior.
The panelists in the Fordham Institute's "Opt Out or Cop Out" discussion clearly enjoyed their surrealistic discussion of "accountability." They speculated on fanciful scenarios for micromanaging educators that were so disconnected from reality as to recall panelist Charlie Barone's tweet about "Dadaists Man Ray & Marcel DuChamp (who) used to play tennis w/o a net."
Many thousands of us have been fighting this battle for thirty and forty years and we remain relatively poor, isolated from the centers of power where big bucks are easy to acquire.
If we embrace the Common Core, and position ourselves as expert implementers, we cannot help but legitimize these standards as a solid set of benchmarks for student performance.
Those who seek to profit from public education are parasites draining resources at an unprecedented scale. Parasites are inherently destructive to their hosts.
this highlights for me, the moral dimension that Merrow ignores, when, at the end of the film, he proclaims this experiment a success. How can we accept that a third of the schools in New Orleans have been consigned to the status of dumping grounds for the other two thirds? How can we celebrate the creation of a system that allows schools to wall themselves off from students who are the most damaged by poverty and violence - and relegates those students to schools that cannot possibly succeed in this competitive scheme?
I have come to look at schools as a critical focal point in the fight for the soul of the nation. Our schools are foundational for our cultural life, and so much depends on our having a flourishing, humanizing public-education system. The battle over the schools is a microcosm of the battle that is going on everywhere else, but which most people feel too powerless to fight. Maintaining local control of our public schools system is essential for enabling even the possibility of such a fight.
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