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William R. Robinson  William R. Robinson , my former mentor at University of Florida's Department of English, used to say that the further someone was from getting it right, the more useful it is to find something in what they have to say that is “heuristic” (by which he meant ‘thought-provoking’) and that the closer someone is to ‘getting it right,’ the more significant are the ways in which they ‘get it wrong.’ That useful binary construct came to mind again last week as I read NEW YORK TIMES opinion piece by Sol Garfunkel and David Mumford, "How To Fix Our Math Education." Sol Garfunkel David Mumford Much of what Garfunkel and Mumford have to say is praiseworthy. Certainly, their main point - that a 'one-size-fits-all' approach to mathematics curricula is a bad idea - is mostly well-made and sensible. It is also true that many students would benefit by a more practical, applied approach to teaching and learning mathematics (though I would suggest that all s

Once upon a time, back in the Ronald Wilson Reagan era, I used to look forward to reading Jonathan Alter's column in NEWSWEEK. He seemed to be one of the guys who got it. I particularly remember what he wrote about Gary Hart during his rise and fall in the 1984 campaign. Sad to say, Mr. Alter seems to have completely jumped the shark . Every post he makes on education is so blindly wrong, so clearly ignorant of what's going on with the current education deform movement in which Mr. Duncan and, at least passively, Mr. Obama, are willing partners, that as an educator who has worked most of his career with students, parents, teachers, and administrators in districts, schools, and communities devastated by extreme poverty, I cannot help but be appalled. Looking at his latest education commentary (" Obama Shows Spunk Pushing Brave Education Plan "), there is simply no way that Mr. Alter could be truly in touch with what's going on in places like Chicago, New Orleans, D

The following is a guest blog post by Robert Kelchen, graduate student in Educational Policy Studies at UW-Madison, and a frequent co-author of mine. --Sara I was pleased to see the release of Education Sector’s report, “ Debt to Degree: A New Way of Measuring College Success ,” by Kevin Carey and Erin Dillon. They created a new measure, a “borrowing to credential ratio,” which divides the total amount of borrowing by the number of degrees or credentials awarded. Their focus on institutional productivity and dedication to methodological transparency (their data are made easily accessible on the Education Sector’s website) are certainly commendable. That said, I have several concerns with their report. I will focus on two key points, both of which pertain to how this approach would affect the measurement of performance for 2-year and 4-year not-for-profit (public and private) colleges and universities. My comments are based on an analysis in which I merged IPEDS data with the Educat

Today (August 10, 2011), Alfie Kohn posted a piece entitled, "Teaching Strategies That Work! (Just Don't Ask 'Work to Do What?')" As I read it (with the usual enjoyment and anger Alfie Kohn's posts elicit from me), I found myself thinking about this paragraph in particular: "Thus, 'evidence' may demonstrate beyond a doubt that a certain teaching strategy is effectiv e, but it isn't until you remember to press for the working definition of effectiveness -- which can take quite a bit of pressing when the answer isn't clearly specified -- that you realize the teaching strategy (and all the impressive sounding data that support it) are worthless because there's no evidence that it improves learning. Just test scores."  In countless arguments I've had on-line with people about education and assessment in general, and mathematics education and testing in particular, invariably my antagonists (and I use that word advised

UPDATED, 8/11/2011, 1:10 pm Thursday morning in Washington DC -- the only city that could host such a vacuous, inane event -- the Thomas B. Fordham Institute is hosting (the hopefully one-off) "Education Reform Idol." The event has nothing to do with recognizing states that get the best results for children or those that have achieved demonstrated results from education policies over time -- but simply those that have passed pet reforms over the past year. It purports to determine which state is the "reformiest" (I kid you not) with the only contenders being Florida, Illinois, Indiana, Ohio and Wisconsin and the only judges being: (1) a representative of the pro-privatization Walton (WalMart) Family Foundation; (2) the Walton-funded, public education hater Jeanne Allen; and (3) the "Fox News honorary Juan Williams chair" provided to the out-voted Richard Lee Colvin from Education Sector. With the deck stacked like that, Illinois is out of the running im