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Sol Garfunkel Sol Garfunkel has just come out against the CCSS in math , while admitting that he'll also be working to help implement them as effectively as he can. Not in some obscure locale, but in an AMS journal, the 8/2012 issue of the Notices.    And I feel fine about it, more or less. He makes clear that he feels his contributions as a writer of the CCSS were effectively ignored. I find that utterly believable for reasons that are likely clear in the AMS piece.  I wrote a blog post in 2011, "A Partial Bridge Over Troubled Mathematical Waters: Mumford and Garfunkel Try To Fix US Math Education," in which I critiqued Mumford and Garfunkel's take on how  get things done right in math ed. Even there, it's clear that Sol didn't care for CCSS. I don't know that I realized just how things had gone for him in the writing process, however. I've hardly been shy about my objections to and skepticism about CCSS. I remain absolutely convinced that what wil

This is a GUEST POST by Nick Strohl,  a doctoral student in History and Educational Policy Studies at the University of Wisconsin-Madison. I had the pleasure of engaging Nick in my higher education policy class last semester, where he was a complete star. His areas of study include the history of education, American intellectual and cultural history, and higher education. His current research focus is the history of American higher education during the interwar years. Much of this post centers on discussion of these two recent books: Taylor Branch, 2011,  TheCartel: Inside the Rise and Imminent Fall of the NCAA.   Brian M.  Ingrassia,  2012,  The Rise of Gridiron University: Higher Education’s Uneasy Alliancewith Big-Time Football.   If you look closely at images of the recently-removed Joe Paterno statue outside of Beaver Stadium on the Penn State campus, you can make out the familiar Nike Swoosh on the uniforms of the four anonymous players who follow their iconic coach. Although Nik

Check out this morning's story from Inside Higher Ed for more information and questions. I'm told we can expect details from UW System soon, and I know many of us eagerly await them.

I'm no Diane Ravitch.  If I were, I'd use this blog to bravely state my concerns about the direction the Bill and Melinda Gates Foundation is heading with educational policy. I'd follow her lead and ask hard, pointed questions about the role that people with money play in driving major decisions in a democracy. But I won't.  Because while I'm tenured, I am still fearful.  I have receiving more than $1 million in support from the Gates Foundation for my research on financial aid, and I am grateful for it-- and in need of much more.  That's the honest truth.  It's harder and harder to find funding for research these days, and while my salary doesn't depend on it, getting the work done does. So I won't say all that Diane just did.  Yet I have to say something, and as I wrote recently, I always attempt to do so. Her questions deserve answers.  And they should be asked of the higher education agenda as well.  Why the huge investment in Complete College

Data is powerful, and today's colleges and universities are learning that lesson the hard way.  As increasing amounts of information regarding their student outcomes become available, media outlets are taking advantage, running stories like this one, 11 Public Universities with the Worst Graduation Rates .  The clear intent is shame and disinvestment in public education, and it's working. One of my very talented and knowledgeable colleagues shared that story on Facebook, writing "Is there any way to understand these completion rates other than dismal?" That's a good question. What I appreciate most about it is that it asks how we can understand it?  Not, "who is to blame?"  Too often that seems to be the goal of publishing numbers, as if the old adage about sunshine being a miracle cure would actually apply to problems involving human beings. As I flipped through the slide show of the "11 Worst," looking at the often pretty campuses of those f

This piece is cross-posted from the Chronicle of Higher Education , where it originally appeared as part of a forum on higher education and inequality. I highly recommend reading the full set of posts contained on the COHE website. In 1947 the historic Truman Commission called for national investments in higher education to promote democracy by enabling all people to earn college degrees. Subsequent expansion of community colleges, adult education, and federal aid occurred not in the name of economic stimulation but to reduce inequality and further active citizenship. Those  ambitions have been steadily corrupted . Today the Tea Party casts the college-educated as snobbish and fundamentally disconnected. Many four-year colleges and universities reinforce that perception by focusing on rankings and alumni satisfaction rather than affordability and national service. Educators speak about business objectives, maximizing revenue through models that charge high tuition and give high aid to