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The Charlotte-Mecklenburg school system, a growing, ethnically diverse district in south-central North Carolina, has won the prestigious Broad Prize for this year. The award was announced here Tuesday by U.S. Secretary of Education Arne Duncan. "Charlotte-Mecklenburg is a model for innovation in urban education," he said in remarks prepared before the announcement.

America's urban public schools are in trouble: Student test scores are low and dropout rates are high. Recent remedies proposed include everything from reducing the power of teachers unions and opening more charter schools to ending test-based accountability. But what if education critics are focused on the wrong problem?

New federal statistics shared Thursday about thousands of schools and districts show that students across the country don't have equal access to a rigorous education, experienced teachers, early education, and school counselors.

Almost two years ago, a report on New York City charter schools rocked the education policy world. It was written by Hoover Institution scholar Caroline Hoxby with co-authors Sonali Murarka and Jenny Kang.

One aspect of the education reform debate that persistently gives me pause is the claim that the top students are being short-changed in U.S. public education-specifically due to disproportionate time and money being spent on struggling students. I have attempted to address this argument both seriously and satirically, but each approach has brought primarily defense of those neglected top students.