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Here's the point: parents have the right to select any school they believe best meets the interests and needs of their children. But the devil is always in the details. If truth-in-advertising laws were applied to school choice, I think more parents would be reluctant to expend the time, energy and money in the hope of getting a quality education for their children. Instead, parents might be willing to push for improving existing traditional schools in their neighborhoods. But don't try telling that to reformers.

Ever since the Finland-Alberta partnership was launched in Edmonton last March at an international symposium titled Informed Transformation from the Inside Out: International Perspectives on the Fourth Way in Action, the partnership has been guided by the view that school development emanates from the inside out. In short, the partnership is based on the hypothesis that the real work of reform and the locus of influence for positively achieving educational development are the school, not the system.

Despite ample evidence, we still fail to heed the lessons of what works in the world's top-performing school systems-an investment in teachers; a rich and robust curriculum; and wraparound services such as counseling, after-school programs and tutoring to counter factors outside the classroom, like poverty, that affect student performance.

The Department of Education released a final installment of Teacher Data Reports today, for teachers in charter schools and schools for the most severely disabled students. Last week, the city released the underlying data from about 53,000 reports for about 18,000 teachers who received them during the project's three-year lifespan. Teachers received the reports between 2008 and 2010 if they taught reading or math in grades 4 through 8. When the department first announced that it would be releasing the data in response to several news organizations' Freedom of Information Law requests, it indicated that ratings for teachers in charter schools would not be made public. It reversed that decision late last week and today released "value-added" data for 217 charter school teachers.

"American education is going to be reformed until it rolls over and begs for mercy. Vouchers! Guns on campus! Just the other day, the Florida State Legislature took a giant step toward ending the scourge of droopy drawers in high school by upping the penalties for underwear-exposing pants. "

This is a good week to remember heroic teachers: the teachers who led their children, holding hands, away from the smoking World Trade Center towers on 9/11; the teachers in Baton Rouge and Houston who welcomed a dozen terrified "Katrina kids" into their already-overcrowded classrooms, improvising seating, books and assignments.

Last June, I wrote an op-ed for The New York Times disputing the idea of "miracle schools." With the assistance of two volunteer researchers, Gary Rubinstein and Noel Hammatt, I learned that several schools touted by various political leaders as miraculous were not. My intention was not to criticize the schools and their staff, but to criticize the politicians who were using the schools to imply that their policies (like firing the staff and closing the school) were working and that it wasn't all that difficult to turn around a school that enrolled large numbers of low-performing students.