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Gretchen Herrera expected it would just be her and her son, who has Asperger syndrome and Type 1 diabetes, on the steps of the capitol building in Columbia, S.C., this Saturday, protesting standardized testing. The reasons for her protest began building last May. She had tried several times to have Anthony, 12, exempted from South Carolina's annual tests in reading, math, and other subjects when he was in 6th grade last school year. But no reason would do-not even a doctor's note that explained Anthony's blood sugar could spike because of his Asperger-related anxiety.

Educational reforms enacted through federal policies are directly impacting the voice of children, teachers, and teacher educators. The recently introduced bi partisan bill "Growing Excellent Achievement Training Academies for Teachers and Principals Act" frames a plan for state accreditation for teacher training academies based on student achievement. The newly introduced Race to the Top (RTT) competition, focused on early childhood, includes motivating states to receive some of the $500 million allotted to create ratings systems to score early childhood programs, write standards and related standardized tests, and expectations of what an early childhood teachers should know. Both the proposed bill and RTT competition are positioned to regulate with market driven ideology, reinforcing and reproducing social injustice and undermining democratic ideals.

The racial achievement gap in education is an important social problem to which decades of research have yielded no scalable solutions. Recent evidence from "No Excuses" charter schools - which demonstrates that some combination of school inputs can educate the poorest minority children - offers a guiding light. In the 2010-2011 school year, we implemented five strategies gleaned from best practices in "No Excuses" charter schools - increased instructional time, a more rigorous approach to building human capital, more student-level differentiation, frequent use of data to inform instruction, and a culture of high expectations - in nine of the lowest performing middle and high schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.276 standard deviations in math and 0.059 standard deviations in reading, which is strikingly similar to reported impacts of attending the Harlem Children's Zone and Knowledge is Power Program schools - two strict "No Excuses" adherents. The paper concludes with a speculative discussion of the scalability of the experiment.

There was a time when most students in K-12 could expect to be taught by veteran teachers. But this is no longer the case, as the National Commission on Teaching and America's Future points out ("Classroom 'crisis': Many teachers have little or no experience," msnbc.com, Sept. 26). In the 1987-88 school year, for example, 14 years was the most common level of experience. But by 2007-08, it was one or two years.

Bad Teacher offers the most straightforward accounting of the underlying assumptions of paying-for-scores that I've yet seen, in print or on screen. A lousy, unmotivated teacher who desires breast implants is inspired to work much harder to earn the cash. There you go: honest, straightforward, incentive-driven--and utterly disinterested in social justice or the larger purposes of schooling. She changes her behavior because there are rewards for doing so. There's no expectation that the change is permanent, that it alters the content of her character, or even that she'll teach any better--only that she'll teach harder. And, it should come as no surprise that she looks for an opportunity to cheat when her other efforts aren't getting it done. At the same time, for all these thorny issues, I'd absolutely argue that her kids are better off after she learns about the bonus than they were before.

"It should no longer shock me when classroom teachers are entirely ignored in education policy (there wasn't a teacher in the big bunch that wrote the No Child Left Behind law, for example). But I expected better from Maryland. "

Charter schools across Oregon learned three weeks before school started that they would not receive up to $225,000 each in grants from the state. From Portland to Bandon, school directors scrambled to fill the void, cutting supplies, counselors, computers, library materials and turning to parents for more donations. In a few cases, the loss of start-up funds may postpone schools opening until next year. Charter school leaders want to know why they lost the expected funds and why they weren't told sooner. The state says the federal government is at fault; the federal government put the onus back on the state. Either way, it could have a long-lasting impact on the schools.

In any case, among these five interventions (tutoring, extended time, improving human capital, interim assessments and "high expectations"), only one of them - "improving human capital" through more selective hiring and performance bonuses - focuses directly on improving teacher quality, the primary tool advocated by market-based reformers. Frankly, the human capital component is really the only one that could be called "market-based" by any reasonable definition (though the regular analysis of interim assessment data might be loosely classified as such). In other words, the teacher-focused, market-based philosophy that dominates our public debate is not very well represented in the "no excuses" model, even though the latter is frequently held up as evidence supporting the former.

With approximately 500 tax-exempt bond transactions completed to date, the charter school sector of the municipal market continues to gain size and momentum and has emerged as much more than a fragmented niche for high yield investors. The growth rate in the number of charter schools across the country - now exceeding 5,000 - is expected to increase due to the heightened focus that policymakers at all levels of government have placed on results-driven education reform. This growth will generate greater charter school demand for affordable facility financing, a demand that is well met by the tax-exempt bond market with its tax-exempt interest rates and longer principal repayment periods. To date, however, fewer than 8% of charter schools have accessed the market for their permanent facility financing needs.

Principals these days are expected to be a little bit of many different things: manager, educator, financial whiz, social worker, enforcer, data analyst, cheerleader and contortionist (figuratively, at least). They are the people with whom the buck stops. Fernanda Santos, who covers city schools for The Times, is tagging along with a city school principal all day. Follow along as she reports on her day with Musa Ali Shama, principal of the large and enduring Francis Lewis High School.

There was a time, not very long ago, when I was an active volunteer alumni recruiter for TFA. And, as you might expect, I was great at it. One year, I think it was 1998, I did a recruitment session at Colorado College, a very small school, which brought the house down. A year later when TFA published the list of the most popular schools for TFA, Colorado College was listed alongside The University Of Michigan and all the other common TFA schools as one of the top twenty schools for that year.

""This is one of the big insights for me. I actually am kind of a pro-market kinda girl. But it doesn't seem to work in a choice environment for education. I've studied competitive markets for much of my career. That's my academic focus for my work. And it's [education] the only industry/sector where the market mechanism just doesn't work. I think it's not helpful to expect parents to be the agents of quality assurance throughout the state. I think there are other supports that are needed. Frankly parents have not been really well educated in the mechanisms of choice.… I think the policy environment really needs to focus on creating much more information and transparency about performance than we've had for the 20 years of the charter school movement. I think we need to have a greater degree of oversight of charter schools, but I also think we have to have some oversight of the overseers.""

"Gov. Andrew Cuomo's forthcoming State of the State address is expected to focus on what can be done to improve public education across the state. If he is serious about the issue, he will have to move beyond peripheral concerns and political score-settling with the state teachers' union, which did not support his re-election, and go to the heart of the matter. And that means confronting and proposing remedies for the racial and economic segregation that has gripped the state's schools, as well as the inequality in school funding that prevents many poor districts from lifting their children up to state standards."

As demonstrated by recent survey data, job satisfaction within the profession is at its lowest since the Reagan years. What's at stake is the future of an entire generation, one that's growing up to face a new economic reality that requires a new set of skills. But because of circumstances the students don't control, they might have disaffected teachers carrying them there. According to MetLife, which interviewed 1,000 K-12 teachers by phone, the number of teachers who reported they were "very satisfied" dropped by 15 points between 2009 and 2011, from 59 to 44 percent. Two surveys that gauged teacher sentiment were commissioned by MetLife and Scholastic/The Bill & Melinda Gates Foundation, respectively.

Mayor Michael Bloomberg will meet his goal of opening 50 more charter schools before he leaves office at the end of 2013, but the future of charter school expansion after he leaves office is anybody's guess, Schools Chancellor Dennis Walcott said Friday.

Gov. Bobby Jindal and his allies on education reform are considering an unprecedented, statewide expansion of private school vouchers and steps to more closely link teachers' job security with performance, according to two officials who have consulted with the governor's office on proposals for this year's session at the Louisiana Legislature.

"The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people." Surely everyone recognizes the 5-word phrase. Some of you may have garbled the phrase on occasion - I have - into something like 'Our schools are drowning in a rising tide of mediocrity." But that's not what "A Nation at Risk" said back in 1983. The report, issued by the National Commission on Excellence in Education, was a call to action on many levels, not an attack on schools and colleges. "Our society and its educational institutions seem to have lost sight of the basic purposes of schooling," the Report states, immediately after noting that America has been "committing an act of unthinking, unilateral educational disarmament." (emphasis added) Schools aren't the villain in "A Nation at Risk;" rather, they are a vehicle for solving the problem. Suppose that report were to come out now? What sort of tide is eroding our educational foundations? "A rising tide of (fill in the blank)?" This is a relevant question because sometime in the next few months another National Commission, this one on "Education Equity and Excellence," will issue its report. This Commission clearly hopes to have the impact of "A Nation at Risk." However, the two Commissions could hardly be more different. The 1983 Commission was set up to be independent, while the current one seems to be joined at the hip to the Department of Education.

It had to happen sooner or later. The World Economic Forum recently ranked the U.S. No. 5 in economic competitiveness. Although the Geneva-based organization based its decision specifically on huge deficits and declining faith in government, it won't be long before public schools are implicated.

When they vote on their legislative agenda on Tuesday, New York State's top education officials will focus for the first time on the contentious topic of illegal immigration.