2 Deborah Meier, “‘Data Informed,’ not ‘Data Driven,’” Bridging Differences blog, March 5, 2009, http://blogs.edweek.org/edweek/Bridging-Differences/.
3 Common Core, Why We’re Behind: What Top Nations Teach Their Students But We Don’t (Washington, D.C.: Common Core, 2009), www.commoncore.org/_docs/CCreport_whybehind.pdf. Tom Loveless of the Brookings Institution tells me that many low-performing nations also have a balanced curriculum. If so, it is unclear why the United States should be one of the few nations that focuses only on reading and mathematics, showing no concern for other important studies.
4 Jeanne S. Chall, Learning to Read: The Great Debate (New York: McGraw-Hill, 1967); Chall, The Academic Achievement Challenge: What Really Works in the Classroom? (New York: Guilford Press, 2000). For a concise description of the parts of speech and their relationship to writing, see University of Ottawa, “Parts of Speech,” www.arts.uottawa.ca/writcent/hypergrammar/partsp.html.
5 Carol Jago, With Rigor for All: Teaching the Classics to Contemporary Students (Portland, MN: Calendar Islands Publishers, 2000); in The Language Police, I compiled (with the help of Rodney Atkinson, an expert elementary school teacher and specialist in children’s literature) a list of classics for children. Diane Ravitch, The Language Police: How Pressure Groups Restrict What Students Learn (New York: Knopf, 2003), 203-234.
6 Ravitch, The Language Police, 162.
7 National Center for Education Statistics, The Nation’s Report Card: U.S. History 2006 (Washington, D.C.: U.S. Department of Education, 2007).
8 See E. D. Hirsch Jr., The Making of Americans: Democracy and Our Schools (New Haven, CT: Yale University Press, 2009); Core Knowledge Foundation, Core Knowledge Sequence: Content Guidelines for Grades K-8 (Charlottesville, VA: Core Knowledge Foundation, 1999), 1-4.
9 To understand how textbooks are shaped by pressure groups in these two key states, see Ravitch, The Language Police.
10 Massachusetts Department of Elementary and Secondary Education, “TIMSS Results Place Massachusetts Among World Leaders in Math and Science,” press release, December 9, 2008, www.doe.mass.edu/news/news.asp?id=4457.
11 William H. Schmidt, statement for U.S. TIMSS, Michigan State University, College of Education, December 2008, http://ustimss.msu.edu/mnpresre.html.
12 Betty Hart and Todd R. Risley, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” American Educator, Spring 2003. See also Hart and Risley, Meaningful Differences in the Everyday Experience of Young American Children (Baltimore: Brookes, 1995).
Index
Academic achievement
charter schools and
in District 2 (New York City)
in San Diego
Teach for America and
teachers’ unions and
vouchers and
See also Achievement gap; Proficiency levels
Accountability
Broad Foundation and
NCLB and
in New York City
in San Diego
standards movement and
value-added assessment and
See also No Child Left Behind; Standardized tests and testing
Achieve, Inc.
Achievement First (charter management organization)
Achievement gap, among racial and ethnic groups
in Boston charter schools
in District 2 (New York City)
high-quality teachers and
under NCLB
in New York City
in San Diego
school resources and
Teach for America and
in Texas
in Wisconsin
Adequate Yearly Progress. See No Child Left Behind
Admission requirements for colleges and universities
AFT. See American Federation of Teachers
Age of American Unreason, The (Jacoby)
AIR (American Institutes for Research)
Alexander, Lamar
Allen, Jeanne
Alvarado, Anthony
Alvarez & Marsal
American Association for the Advancement of Science
American Association of School Administrators
American Civil Liberties Union
American Enterprise Institute
American Federation of Teachers (AFT)
American Institutes for Research. See AIR
Annenberg, Walter H.
Annenberg Challenge grants
Arts education
Aspire Public Schools (charter management organization)
Atlanta public schools
AYP (adequate yearly progress). See No Child Left Behind
Bagley, William Chandler
Balanced Literacy (reading program)
Ballou, Dale
Barber, Michael
Barrow, Lisa
Bassok, Daphna
Bauerlein, Mark
Bell, Terrel H.
Beller, Ron
Bennett, William J.
Bersin, Alan
Betts, Julian
Bill and Melinda Gates Foundation charter schools and
grants to education organizations
San Diego schools and
small high school initiative
support for Rhee’s program
Bloomberg, Michael
Blueprint for Student Success in a Standards-Based System. See San Diego public schools
Boehner, John
Bonuses (schoolwide) vs. merit pay, in New York City
Bradley Foundation. See Lynde and Harry Bradley Foundation
Brennan, David
Broad, Eli and Edythe. See also Eli and Edythe Broad Foundation
Broad Foundation. See Eli and Edythe Broad Foundation
Broad Prize for Urban Education
Brown v. Board of Education
Buckley, Jack
Budde, Ray
Buffett, Warren
Bundy, McGeorge
Burney, Deanna
Bush, George H. W. administration
Bush, George W. administration
Bush, Jeb
Butler-Wall, Brita
Byrd, Sheila
California Charter Schools Association
Calkins, Lucy
Campbell, Donald T.
Campbell’s Law
Cardullo, Richard
Carnegie, Andrew
Carnegie Corporation
Carter administration
Casserly, Michael
Catholic schools
Cato Institute
Center for American Progress
Center for Education Reform
Center for New York City Affairs, New School. See Hemphill and Nauer study
Center on Education Policy (CEP)
Chall, Jeanne S.
Chancellor’s District (New York City)
Charter School Dust-Up, The (Economic Policy Institute)
Charter schools
in Boston
Broad Foundation and
Budde on
in California
Catholic schools and
Chubb and Moe and
evaluations of
Gates Foundation and
KIPP schools
in New York City
in Oakland
Obama administration and
origins of
in Philadelphia
in San Diego
Shanker on
in St. Paul
in Texas
in Washington.C.
vouchers and
See also School choice; Vouchers
Cheney, Lynne V.
Chicago public schools
Children First (New York City)
Choice. See School choice
Chubb, John E.
City Academy High School (St. Paul, MN)
City Hall Academy (New York City)
City University of New York
Civic Committee of the Commercial Club of Chicago
Cleveland public schools
Clinton, Bill
Clinton administration
Cohn, Carl
Coleman, James S.
College admissions
College Board examinations
Committee on Appropriate Test Use, National Research Council
Core Knowledge curriculum
Council of Chief State School Officers
Cream-skimming
Cremin, Lawrence A.
Crew, Rudy
Cuban, Larry
Curriculum
Core Knowledge curriculum
history curriculum
lack of, Shanker’s criticism of
literature curriculum
narrowing of, under NCLB
A Nation at Risk proposals
in New York City
recommendations for
in San Diego
school size and
science curriculum
standards movement and
state standards and
voluntary national standards and
See also Mathematics curriculum
Darling-Hammond, Linda
David and Lucile Packard Foundation
De Beck, John
Dell Foundation. See Michael and Susan Dell Foundation
Democratic Leadership Council
Democratic Party
District 2 (New York City) Balanced Literacy in
critics of reforms in
economic and demographic changes in
as national exemplar
racial and ethnic composition of
District 4 (New York City)
District of Columbia public schools
Dole, Janice A.
Dumbest Generation, The (Bauerlein)
Duncan, Arne
Economic Policy Institute (EPI)
Edelman, Marian Wright
Eli and Edythe Broad Foundation
Elmore, Richard F.
Engler, John
English language arts standards
English-language learners charter schools and
neighborhood schools and
proficiency and
in small high schools
Evers, Bill
Feinberg, Michael
Feldman, Sandra
Fenty, Adrian
Field, Katharyn
Fink, Elaine
Finn, Chester E., Jr.
Florida public schools, accountability in
Ford Foundation
Fordham Institute. See Thomas B. Fordham Institute
For-profit management of schools
Foundations. See also specific foundations
Free to Choose (Milton and Rose Friedman)
Friedman, Milton
Friedman, Rose
Friedman, Thomas
Fuller, Howard
Gaebler, Ted
Galston, William
Gates, Bill. See also Bill and Melinda Gates Foundation
Gates Foundation. See Bill and Melinda Gates Foundation
Gladwell, Malcolm
Glaser, Robert
Glazer, Nathan
Goals 2000 program (Clinton administration)
Goldhaber, Dan
Gordon, Robert
Gore, Al
Graduation rates
Gates Foundation and
in New York City
small high schools and
in Texas
Green Dot Public Schools (charter management organization)
Greeley, Andrew
Greene, Jay P.
Growth models in testing
Halberstam, David
Hall, Beverly
Haney, Walt
Hansen, Michael
Hanushek, Eric
Hart, Betty
Harwayne, Shelley
Hemphill and Nauer study
Hemphill, Clara. See Hemphill and Nauer study
Heritage Foundation
Hess, Frederick M.
Hewlett Foundation
High Performance Learning Communities (HPLC)
Hiatt, Fred
High schools
Gates Foundation and
graduation requirements
A Nation at Risk and
school choice among, in New York City
small size, as reform strategy
See also School size
Hightower, Amy
Hill, Paul
Hirsch, E. D., Jr.. See also Core Knowledge curriculum
Homeless students (New York City)
Honig, Bill
Houston, Sam
Hoxby, Caroline M.
Hunt, James B.
International assessments of education
Jacob, Brian A.
Jacoby, Susan
Jago, Carol
Jennings, Jennifer L.
John M. Olin Foundation
Johnson, John
Johnson, Lyndon B.
Just How Stupid Are We? (Shenkman)
Kane, Thomas J.
Kaplan K12 Learning Services
Katzir, Dan
Kearns, David
Kearny Elementary School
Kennedy, Edward
Keynes, John Maynard
Kingsbury, G. Gage
KIPP (Knowledge Is Power Program) schools
Klein, Joel
Klein, Stephen
Knowledge Is Power Program. See KIPP schools
Kochi, Arata
Kopp, Wendy
Koret Task Force, Hoover Institution
Koretz, Daniel
Kristof, Nicholas D.
Lee, Mitz
Lee, Valerie E.
Lefgren, Lars
Letter grades for schools
Levin, David
Lieberman, Joseph
Lilly Endowment
Limbaugh, Rush
Lindsay, John
Linn, Robert
Loveless, Tom
Lubienski, Christopher
Lubienski, Sarah Theule
Lynde and Harry Bradley Foundation
McKinsey & Company
Making Schools Work (PBS)
The Death and Life of the Great American School System Page 36
