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That's right. I am not opposed to testing. Tests are frequently the fastest, most direct way of uncovering what your students have learned. There's no point in cobbling together an "authentic" task if what you're shooting for is a quick check on which kiddos can reliably multiply by fives or spell "democracy." Rockets, volcanoes and bubble bombs are fun to create and explode, but somewhere in there, shouldn't students be able to describe the chemical reactions that occur when you combine baking soda and vinegar? Isn't that the point of hands-on learning, illustrating knowledge to drive home key points of content?

Last week the media gave some space to a report from the Illinois Policy Institute, a right-wing corporate think tank, that claimed that 48 percent of teachers in the state have their pension contributions paid for by their local board. What misleading nonsense.

School boards typically control massive amounts of money and assets that can be dished out through contracts for services, purchases of land, and diverted into charter schools and voucher programs. Despite school boards' power, however, until now board elections around the country have typically been fueled by door-to-door canvassing rather than high dollar fundraising. But increasingly, large donations from wealthy individuals and corporations are pouring into schools board races around the country to enact an agenda that attacks collective bargaining rights of teachers unions and increases the privatization of public education through charter schools and vouchers. The Denver Public School Board race, which took place yesterday, is a prime example of outside money from wealthy individuals and corporate funded groups flooding elections. That money proved to have a significant effect on last night's election for the union-back candidates opposed to the so-called "reform slate."

"The powers that be in the Democratic Party, including President Obama, have made charter schools their main vehicle for educational renewal in low-income communities, and there are more than a few civil rights leaders and elected officials in black and Latino communities who view them as a chance to give families in their neighborhoods better educational opportunities. We have now had six years of strong support for charters from the Obama administration, backed up by Race to the Top money. It is time to ask some hard questions."

"New York state has the most racially and economically segregated schools in the country, according to a report released by the Civil Rights Project at the University of California, Los Angeles last year."

"Half a year after Newark Public Schools launched an "agenda to ensure all students are in excellent schools," the plan has come under a federal civil rights investigation to determine whether it "discriminates against black students.""

"Smarick sees two conversations going on today about charter schools. To one side are those like himself who are trying to figure out the new paradigm of schooling, in which privately-managed charter schools are a permanent part of the landscape. This conversation deals with finance, governance, how to get it right. It assumes that charter schools are a permanent part of the landscape and the question to be solved is one of tinkering. On the other side are people who worry about whether charter schools are a blight that damages public education and should be closely scrutinized for their finances, their boasts, and their policies governing admissions and suspensions. This side refers to hedge fund managers, privateers, and exorbitant executive salaries, and makes big headlines out of what Smarick considers the extraordinary miscreant."

"This may be the most important article you read this week, this month, or this year. It was published last year, and I missed it. But, wow, Bruce Baker nails what is wrong with "education reform.""

"On Thursday, August 21, 2014, United States Secretary of Education Arne Duncan used his "Homeroom" blog to announce victory in his war on schools and teachers. After six years of decrying the inadequacy of education in the United States, Duncan "celebrated that "America's students have posted some unprecedented achievements in the last year." In addition, after battling against teacher tenure and seniority rights, Duncan decided, "we should celebrate America's teachers, principals, and students and their families.""

"So, where should that finger of blame point here?  Or is this just how things work these days - slash the funding of the highest need districts - call them failing - close their schools - give their property and their teacher's jobs to someone else - and claim victory - leaving others, years down the line to clean up your mess? Angry Andy - this is your mess. Now do the right thing and fix it!"

"More than two-thirds of states quickly adopted Common Core in 2010, but four years later, the standards seem to have become, among other things, a proxy for whatever in education people are unhappy with."

"Justice in education---the idea that schools distribute opportunity to all children---must be systemic. A public education system like ours in the United States---publicly funded, universally available, and accountable to the public---is the best way I know to balance the needs of each particular child with society's responsibility to protect the rights of all children. While there are some excellent charter schools, I believe the growing charter school movement threatens our system of public education."

"American public education desperately needs to be improved, especially for the most disadvantaged children. But eliminating teachers' job security and due-process rights is not going to attract better educators - or do much to improve school quality."

"Why would Moskowitz feel the need to lay down a gauntlet in opposition to a president and two secretaries of education who have all been vigorous charter school supporters? For that matter, why take on the entire civil rights community? To answer these questions, I decided to take a look at the data on suspensions from New York City schools, both public and charter."

"Much is being sacrificed to meet both this expensive mandate and the newly enacted tax cap, all while serious challenges to the program's validity and the research upon which it is based remain."

One pattern of failure in education reform is that political leadership and the public focus attention and resources on solutions while rarely asking what problems we are addressing or how those solutions address identified problems. The advocacy of charter schools is a perfect example of that flawed approach to improving our schools.

This story does not require much introduction. The correspondence between the parent and the school officials speaks volumes and confirms the depth of the high stakes testing perversion.

Thomas Knudsen, the man who was temporarily put in charge of Philadelphia schools in January, was running late to last Monday's press conference. He had been delivering the same presentation all day, and doomsday rumors had already leaked: The plan he was about to lay out would dismantle the central office and parcel out school management, at least in part, to private companies. Knudsen, paid $150,000 to hold the newly created post of Chief Recovery Officer through June, made a point of shaking the hand of every single reporter in the room before beginning his presentation. "Philadelphia public schools is not the school district," he announced, laying out the five-year plan before the School Reform Commission (SRC). "There's a redefinition, and we'll get to that later." He got to it, using terms like "portfolios," "modernization," "right-sizing," "entrepreneurialism" and "competition." In short, it was a plan to shutter 40 schools next year, and an additional six every year thereafter until 2017. The remaining schools would be herded into "achievement networks" of 20 to 30 schools; public and private groups would compete to manage the networks. And the central office would be reduced to a skeleton crew of about 200. (About 1,000-plus positions existed in 2010, and district HQ has already eliminated more than a third of those.) Charter schools, the plan projects, would teach an estimated 40 percent of students by 2017.

Check out Darren Marelli's brilliant video below, using clips from the press conference before the Feb. 9 PEP meeting.

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.