Tag Archives: education policy

Putting NH's new alternative curricula law in context

Recently, my good buddy Jason Becker shared this arti­cle with me over here. An excerpt: New Hampshire’s Republican-dominated Leg­is­la­ture over­rode Demo­c­ra­tic Gov. John Lynch’s veto Wednes­day to enact a law let­ting par­ents request an alter­na­tive cur­ricu­lum for any sub­ject they object to, leg­is­la­tion that crit­ics say could limit children’s access to a com­pre­hen­sive and qual­ity edu­ca­tion. H.B. 542

garbage can model of ed policy: random, unpredictable, or both?

Ok, so yes­ter­day I tweeted this: Annoy­ing: when peo­ple con­flate the dif­fer­ence between ran­dom and merely unpre­dictable processes. It received a fair bit of atten­tion. This is my attempt to explain the con­text. Please bear in mind that I am nei­ther a sta­tis­ti­cian nor a sci­en­tist of any kind. These are just my reflec­tions on

a state guaranteed education?

The first com­ments that struck me while read­ing Harry Brig­house’s inter­est­ing arti­cle, “What’s Wrong With Pri­vatis­ing Edu­ca­tion?,” were the fol­low­ing, made in response to some argu­ments made by James Too­ley in favor of pri­va­tiz­ing schools: “Too­ley him­self some­times endorses a prin­ci­ple that we might call the ‘Ade­quacy Prin­ci­ple’, that every­one has a right to a sufficiently

tax credits for homeschooling: initial thoughts

As I wrote recently, I’m cur­rently in an ed pol­icy class and doing my first real series of pol­icy docs. After much delib­er­a­tion, I have decided to ana­lyze the prospect of NYC pro­vid­ing tax cred­its (or some other form of com­pen­sa­tion) to fam­i­lies who home­school their chil­dren. Although, to my knowl­edge, there is no seri­ous

ed policy amateur hour

The biggest thing going on for me aca­d­e­m­i­cally these days is that I’m tak­ing my first edu­ca­tion pol­icy course. It’s this: HUDF 5645 Pol­icy sem­i­nar I Con­cep­tu­al­iza­tion and iden­ti­fi­ca­tion of social and edu­ca­tional prob­lems that can be sub­jected to pol­icy inter­ven­tions. Design and eval­u­a­tion of alter­na­tive pol­icy choices. Effec­tive strate­gies for pre­sent­ing pol­icy analy­sis to mul­ti­ple

book review: Ivan Illich's "Deschooling Society"

Ivan Illich’s “Deschool­ing Soci­ety” is a clas­sic in the alter­na­tive edu­ca­tion scene, so I had been mean­ing to read it for ages and finally did. The book has seven short­ish chap­ters, and is a pretty quick read. The first chap­ter, “Why We Must Dis­es­tab­lish School,” is very clearly the strongest one. Illich argues that insti­tu­tion­al­ized school­ing

"Waiting for Superman": in moderate defense of charters

You’ve prob­a­bly heard about the much hyped doc­u­men­tary, “Wait­ing for Super­man.”  If you haven’t, go read the syn­op­sis. It’s basi­cally about how ter­ri­ble U.S. pub­lic schools are, how the teach­ers’ unions block mean­ing­ful reforms, and how char­ter schools are the answer. I had the chance to view WFS last week before its release, cour­tesy of

education, the state, and protecting children from ignorance

The other day, I started Edu­ca­tion and the State by E.G. West. It is some­times argued that state funded, state reg­u­lated, and state pro­vided edu­ca­tion is jus­ti­fied by the neces­sity of  pro­tect­ing chil­dren from igno­rance. So, West begins with two chap­ters explor­ing this argu­ment philo­soph­i­cally and assess­ing how well this “pro­tec­tion” works in prac­tice. These chap­ters

book review: Diane Ravitch's "The Death and Life of the Great American School System"

I recently fin­ished Diane Rav­itch’s book, “The Death and Life of the Great Amer­i­can School Sys­tem: How Test­ing and Choice are Under­min­ing Edu­ca­tion.” This book has been get­ting quite a bit of atten­tion even out­side of edu­ca­tional cir­cles so I fig­ured I should read it. Rav­itch is an his­to­rian of edu­ca­tion and, viewed as a his­tory,

learning styles, individual differences, and responsibility

Recently, I came across this video: “Learn­ing Styles Don’t Exist,” by psy­chol­o­gist Daniel T. Will­ing­ham of the Uni­ver­sity of Vir­ginia. Will­ing­ham argues that learn­ing style the­o­ries fail to pre­dict the dif­fer­ences in learn­ing that we would expect to see if they were cor­rect (you should go watch, he explains it bet­ter than I could). Learn­ing