Midterm: Anthony Cody/ Gates Foundation Reform Dialogue

Midterm; self-evaluation/course midterm feedback

Class discussion: Anthony Cody education reform debate with the Gates Foundation (GF):

Cody

(1) Dialogue With the Gates Foundation: How Do We Build the Teaching Profession?
(2) Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?
(3) Dialogue with the Gates Foundation: Can Schools Defeat Poverty by Ignoring It?
(4) Dialogue With the Gates Foundation: What Is the Purpose of K-12 Education?
(5) The Dialogue With the Gates Foundation: What Happens When Profits Drive Reform?

GF

(1) The Gates Foundation Responds: How do we Build the Teaching Profession
(2) The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?
(3) The Gates Foundation Responds: Poverty Does Matter--But It Is Not Destiny
(4) The Gates Foundation Writes: K-12 Education: An Opportunity Catalyst
(5) The Gates Foundation Responds: The Role of the Marketplace in Education

The Great Lakes Center for Education Research and Practice

The Great Lakes Center for Education Research and Practice

Brookings Study Does Not Support Claim that Vouchers Boosted College Enrollment | National Education Policy Center

Brookings Study Does Not Support Claim that Vouchers Boosted College Enrollment | National Education Policy Center

Can you identify the bias?

Thomas B. Fordham Institute

NEPC

The Friedman Foundation for Educational Choice

Hoover Institute

Rethinking the achievement gap: Lessons from the African diaspora - The Root DC Live - The Washington Post

Rethinking the achievement gap: Lessons from the African diaspora - The Root DC Live - The Washington Post

Daily Kos: Daring to Look Behind the Curtain: The Drop-Out Crisis Redux

Daily Kos: Daring to Look Behind the Curtain: The Drop-Out Crisis Redux

The achievement gap: By the numbers - The Washington Post

The achievement gap: By the numbers - The Washington Post

High-Performing Charter Schools: Beating the Odds, or Beating the Test?

High-Performing Charter Schools: Beating the Odds, or Beating the Test?

Why kids hate school — subject by subject - The Answer Sheet - The Washington Post

Why kids hate school — subject by subject - The Answer Sheet - The Washington Post

Why All Ed Reform Fails | Alternet

Why All Ed Reform Fails | Alternet

Outing ACT: Test-and-Punish Doesn't Educate, but It's Profitable for Testing Companies

Outing ACT: Test-and-Punish Doesn't Educate, but It's Profitable for Testing Companies

Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893–1958 (3rd ed.). New York: RoutledgeFalmer.

Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893–1958 (3rd ed.). New York: RoutledgeFalmer.

Education Review-a journal of book reviews

Kliebard devotes the bulk of his book to describing four relatively stable and distinct “interest groups” that competed over seven decades for control of the schools through the curriculum. Humanists embraced “the systematic development of reasoning power” (p. 9) as well as the Western cultural heritage. Developmentalists “proceeded basically from the assumption that the natural order of development in the child was the most significant and scientifically defensible basis for determining what should be taught” (p. 11). Social efficiency educators wanted schools to employ the “scientific management” techniques of supervision, accountability, precise measurement, and efficiency and to differentiate education according to students’ perceived needs, abilities, and probable life courses. Social meliorists wanted to use schooling as a lever for societal progress.

Bias in the SAT?

Bias in the SAT?

New Evidence of Racial Bias on SAT | Inside Higher Ed

New Evidence of Racial Bias on SAT | Inside Higher Ed

Why Scotland's approach to publicly funded education works | Education | The Guardian

Why Scotland's approach to publicly funded education works | Education | The Guardian