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If somebody told me, 15 years ago, when I was spending many of my days working with community groups in the Bronx and East New York dealing with the consequences of the crack epidemic, that you could solve the problems of neighborhoods under siege by insulating students in local schools from the conditions surrounding them, and devoting every ounce of teachers energies to raising their test scores, I would have said "what planet are you living on?." Students were bringing the stresses of their daily lives into the classroom in ways that no teacher with a heart could ignore, and which created obstacles to concentrating in school, much less doing their homework , that people living in middle class communities couldn't imagine. To be effective in getting students to learn, teachers had to be social workers, surrogate parents, and neighborhood protectors as well as people imparting skills, and at times, the interpersonal dimensions of their work were more important than the strictly instructional components. Now, such thinking is considered a form of educational heresy.

The mayor wants to give his hand-picked superintendent the power to reassign bad teachers, reshape failing schools and stagger class times without union contract barriers. Mayor Frank Jackson, the only Ohio mayor who controls schools through an appointed board, angered fellow Democrats and the party's labor allies by challenging timeworn teacher union contracts. "What we will not accept is incremental change or the belief that everything is OK and we should continue down the same path," he said in a city hall interview. "That is not acceptable to us."

New York State's heralded anti-bullying law is about to go into effect July 1. But the state Board of Regents recently took some teeth out of the law, known as the Dignity Act, when it said that charter schools don't have to provide in-class instruction to schoolchildren about the dangers of discrimination and harassment, leaving their students without a key protection from bullying.

Those who think that there is too much pressure to "teach to the test" find this time of year to be infuriating. Schools typically cease to focus on their regular curriculum and begin to prepare their students for these venerated exams. Laura Klein Some schools stop all social studies and science classes, as well as gym, art and enrichment activities, so they can spend all day on test prep in Math and English. This overhaul of the curriculum is extreme, but not unique. Unfortunately, for the students, it sends a larger signal that learning for the year is just about done.

The massive Measures of Effective Teaching Project is finding that teacher effectiveness assessments similar to those used in some district value-added systems aren't good at showing which differences are important between the most and least effective educators, and often totally misunderstand the "messy middle" that most teachers occupy. Yet the project's latest findings suggest more nuanced teacher tests, multiple classroom observations and even student feedback can all create a better picture of what effective teaching looks like. Researchers dug into the latest wave of findings from the study of more than 3,000 classes for a standing-room-only ballroom at the American Educational Research Association's annual conference here on Saturday.

Although most new teacher evaluations are still in various phases of pre-implementation, it's safe to say that classroom observations and/or value-added (VA) scores will be the most heavily-weighted components toward teachers' final scores, depending on whether teachers are in tested grades and subjects. One gets the general sense that many - perhaps most - teachers strongly prefer the former (observations, especially peer observations) over the latter (VA). One of the most common arguments against VA is that the scores are error-prone and unstable over time - i.e., that they are unreliable. And it's true that the scores fluctuate between years (also see here), with much of this instability due to measurement error, rather than "real" performance changes. On a related note, different model specifications and different tests can yield very different results for the same teacher/class. These findings are very important, and often too casually dismissed by VA supporters, but the issue of reliability is, to varying degrees, endemic to all performance measurement. Actually, many of the standard reliability-based criticisms of value-added could also be leveled against observations. Since we cannot observe "true" teacher performance, it's tough to say which is "better" or "worse," despite the certainty with which both "sides" often present their respective cases. And, the fact that both entail some level of measurement error doesn't by itself speak to whether they should be part of evaluations.*

Over more than 20 years in the field of education-including two with Teach For America-I have helped promote state standards, the Common Core, the hiring of teachers with strong content knowledge, longer class periods for math and reading, and extra support for struggling students, to name a few. I have recently discovered, however, that what I believe as an education policy wonk is not always what I believe as a father. I am incredibly fortunate that my two young daughters are ready learners who attend a high-functioning school. That said, I make the following confessions

As I prepare to send my youngest child off to a state university, recent Congressional kerfuffles over student loan interest rates have left me wondering when our nation abandoned our core values. When conservative pundits like George Will actually call student loans "entitlements" and Cal Thomas of the Baltimore Sun says student debt problems are simply a failure of the students themselves, something distinctly un-American is happening. Here's a dose of truth for those so-called conservative values types: Public education paid for by all citizens was one of the core values our Founding Fathers named as fundamental to a free, democratic society. In April 1776, John Adams put his Thoughts on Government in writing in response to a resolution by the North Carolina Provincial Congress. He begins by making a case for the purpose of government, writing "the happiness of society is the end of all government" which naturally follows his belief that "the happiness of the individual is the end of man." Using these as guiding principles, Adams then sketches an outline of what he believes good government should be. After outlining a legislative framework, Adams moves on to specifics. After a well-armed militia, Adams wrote, "Laws for the liberal education of youth, especially of the lower class of people, are so extremely wise and useful, that, to a human and generous mind, no expense for this purpose would be thought extravagant." To a human and generous mind, no expense for this purpose would be thought extravagant. Imagine waking up to a 21st century in the United States with that core value. Imagine.

For three years of my K-8 schooling, from 7:40 a.m. until 3:05 p.m., I was black and invisible. I was bused across town to integrate a white school in Southeast Portland, Ore. We arrived at school promptly at 7:30 and had 10 full minutes before the white children arrived. We spent that time roaming the halls - happy, free, normal. Once the white children arrived, we became black and invisible. We were separated, so that no more than two of us were in a class at a time. I never saw black people in our textbooks unless they were in shackles or standing with Martin Luther King Jr. Most of us rarely interacted with a black adult outside of the aide who rode the bus with us. I liked school and I loved learning. But I never quite felt right or good. I felt very black and obvious because I knew that my experience was different from that of my peers. But I also felt invisible because this was never acknowledged in any meaningful way. I became visible again at 3:05 when I got back on the bus with the other brown faces to make our journey home.

Many of our country's enduring dilemmas are the products of inequalities in power and wealth created by social class, race, culture, and sexism. Challenges exist inside and outside the education system. Although the society has made visible historic progress on many fronts, our nation's most pressing educational problem remains the opportunity gap between the children of the haves and those of the have-nots; this gap has grown with the mounting social inequality of the last 40 years. We believe the schools can and should do much more to make progress in many areas. Yet we recognize that improving schools for the families of the have-nots on any large scale will in the end depend on broader steps toward democracy and equality. In any case, we are unlikely to renew our democracy without a fresh commitment to quality public education.

A few weeks ago, the state legislature in Louisiana passed Gov. Bobby Jindal's education reform bill. Louisiana now goes to the head of the class as the state with the most advanced reform package in the nation. Surely, the Obama administration must be pleased, along with the governors of New Jersey, Ohio, Indiana, Maine, Wisconsin, Florida, Pennsylvania, and Michigan. Unfortunately, "reform" today has become a synonym for dismantling public education and demoralizing teachers. In that sense, Bobby Jindal and his Teach For America/Broad-trained state Commissioner of Education John White are now the leaders of the reform movement. The key elements of Louisiana's reform are: a far-reaching voucher program, for which a majority of students in the state are eligible; a dramatic expansion of charter schools, with the establishment of multiple new chartering authorities; a parent trigger, enabling parents in low-performing public schools to turn their schools into private charters; and a removal of teacher tenure.

I don't spend much time debunking our most powerful educational fad: value-added assessments to rate teachers. My colleague Valerie Strauss eviscerates value-added several times a week on her Answer Sheet blog with the verve of a Samurai warrior, so who needs me? Unfortunately, value-added is still growing in every corner of our nation, including D.C. schools, despite all that torn flesh and missing pieces. It's like those monsters lumbering through this year's action films.We've got to stop them! Let me fling my small, aged body in their way with the best argument against value-added I have seen in some time.

We teachers have been hearing for years about "differentiated instruction." It makes sense to treat individuals differently, and to adapt communication toward what works for them. Some kids you can joke with, and some you cannot. Some need more explanation, while others need little or none. If you consider students as individuals (and especially if you have a reasonable class size), you can better meet their needs.

A few Saturdays ago, while taking a break from the black and Latino caucus meetings in Albany, I was eating lunch with Leonie Haimson of Class Size Matters. We saw the state education commissioner, John B. King Jr., having lunch three tables away. He was on his way to a meeting, but we said hello and he stopped for a few minutes so we could talk. Leonie introduced me as a parent whose child was counseled out of Harlem Success charter following 12 days of kindergarten, after the principal told me there was something wrong with him and he needed to transfer to another school.

According to its web site, "Parents Taking Action (PTA) is a coalition of New York City parents who believe every child should have access to a great public school. We are standing up for our children, holding the Department of Education accountable and ensuring children are put ahead of special interests." A grass roots organization of public school parents? Think again: "PTA is a project of Education Reform Now, a non-profit organization that envisions an America in which every child, regardless of class or race, has the social and economic opportunities afforded by an excellent public education."

The historic stability of higher education is remarkable. As former University of California President Clark Kerr once observed, the 85 human institutions that have survived in recognizable form for the last 500 years include the Catholic Church, a few Swiss cantons, the Parliaments of Iceland and the Isle of Man, and about 70 universities. The occasional small liberal arts school goes under, and many public universities are suffering budget cuts, but as a rule, colleges are forever. I think that rule is going to change, and soon. Many factors explain the endurance of higher education institutions-the ascent of the knowledge economy, their crucial role in upper-middle class acculturation, our peculiar national enthusiasm for college sports-but the single greatest asset held by traditional colleges and universities is their exclusive franchise for the production and sale of higher education credentials. In the last few months, however, that monopoly has begun to crumble. New organizations are being created to offer new kinds of degrees, in a manner and at a price that could completely disrupt the enduring college business model. The question is: Which colleges and universities will be the G.E. of the twenty-first century, and which will be as forgotten as U.S. Leather?

Most teachers in the US not only voted for President Obama, they spent considerable time and money campaigning for him. Like many other Americans, they thought the Obama presidency would bring new initiatives to help working families and help people rise out of poverty after 8 years of policieswhich favored large corporations and concentrated wealth among top earners. However, they were shocked when President Obama appointed Arne Duncan, a man who had never been a teacher, as Secretary of Education,and when policies began emanating from the new administration favoring charter schools over public schools, requiring student test scores as a basis of teacher evaluation, and encouraging "school turnaround"strategies which led to mass firing of teachers. Worse yet, the rhetoric emanating from Mr Duncan often portrayed "bad teachers" ratherthan deeply entrenched poverty, as the reason for race and class inequities in educational achievement, and for poor US performance globally on standardized tests, a concern heightened when Mr Duncan praised the mass firing of teachers in Central Falls Rhode Island and called Hurricane Katrina " the best thing that had happened to education in New Orleans" because it allowed local officials to replace public schools with charter schools

A Cincinnati high school's recent program to pay students to attend class and to follow school rules is another example. It's the latest in a series of unfortunate efforts to use bribery to force students to learn. Application of these kinds of incentives has been proven time and time again to produce the "Sorcerer's Apprentice Effect." Listen to Professor Edward Deci, widely considered the most respected researcher in the field of motivation

What did Rick Hess write to provoke a response from the American Educational Research Association? Read this lively exchange between Hess, the AERA, and others, over AERA's stance on a Mexican-American studies class in Tucson, Ariz., and its decision not to hold its 2013 meeting in Atlanta.

A few months ago, Class Size Matters met with a former KIPP student who lives in the Bronx and her mother to hear about their experiences at the celebrated charter school. What follows are excerpts from this interview.  The girl's name has been changed to protect her privacy.