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Papers compiled by a group of concerned educators who are speaking out for many who are constrained from speaking publicly.

'Abbott, who teaches mathematics to seventh- and eighth-graders at the Anderson School, a citywide gifted-and-talented school on the Upper West Side of Manhattan, received some startling news. . she was the worst eighth-grade math teacher in New York City, where she has taught since 2007'

"I want to see teachers stand up and speak as passionately about democracy, social justice and critical thinking as they do apps and iPads. I want to see teachers tell stories, not just about student projects, but about how standardization is getting in the way of authentic learning. I want to see us recover a vision of education as the development of critical thinking citizens rather than the kickstart campaign for a lagging economy"

"An important new study  by Professors Adam Maltese of Indiana University and Craig Hochbein of the University of Louisville sheds new light on the validity of state scores. This study found that rising scores on the state tests did not correlate with improved performance on the ACT. In fact, students at "declining" schools did just as well and sometimes better than students where the scores were going up."

After a long legal battle and amid much anguish by teachers and other educators, the New York City Education Department released individual performance rankings of 18,000 public school teachers on Friday, while admonishing the news media not to use the scores to label or pillory teachers.

A teacher's rating depends on how much progress her students make on state tests in a year's time, and is known as the value-added score. Ms. Allanbrook, the principal, has another name for what's going on. She calls the scores the "invalid value-addeds."