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The District fired 206 teachers for poor performance Friday, the second year in a row it has dismissed significant numbers of educators for sub-par work in the classroom.

This article will investigate the fix-the-teachers campaign of today's "education reformers." It's not their only project. They also want public schools run with the top-down, data-driven, accountability methods used in private businesses; they aim to replace as many regular public schools as possible with publicly funded, privately managed charter schools; some are trying to expand voucher programs to allow parents to take their per-child public-education funding to private schools.

In the new state regulations for evaluation of educators, approved on June 28, one of the three measures that will be used to evaluate teachers includes "state-wide growth measure(s) where applicable, including MCAS Student Growth Percentile and Massachusetts English Proficiency Assessment (MEPA)."

Evaluating teachers based on the results of the MCAS test is unfair and counterproductive. The reality is that high-stakes testing continues to narrow the school curriculum and to fragment subjects, as pointed out in a meta-analysis published in "Educational Researcher."

If there is any silver lining to the APS cheating scandal, it may be the greater scrutiny of testing and its increasing role in American education.

If you are a public school parent and you're worried about the way standardized testing increasingly dominates our children's education, brace yourself. Things are about to get a lot worse.

They say it's all about great teachers and principals....

Basically, almost everything that market-based reformers think needs to happen has been the reality in DCPS for the past 2-3 years. And the staff  has been transformed too. The majority of principals, and a huge proportion of teachers, were hired during the tenure of either Michelle Rhee or her successor, Kaya Henderson. The district should be in overdrive right about now. Is it?

For decades, scholars have debated the purpose of U.S. education, but too often ignored how power brokers outside of the educational arena define education or the consequences of those definitions. This study examines how one of the most prominent categories of U.S. leaders, state governors, defines education and discusses the policy implications. We examine gubernatorial rhetoric-that is, public speeches-about education, collected from State of the State speeches from 2001 to 2008. In all, one purpose gains overwhelmingly more attention-economic efficiency. As long as governors and the general public, seen enthymematically through gubernatorial rhetoric, define education in economic terms, other purposes will likely remain marginalized, leading to education policies designed disproportionately to advance economic ends.

Most governors are fond of talking about education-why it needs to be improved, how they're going to improve it, the consequences of not improving it, and so on. But when governors attempt to use the bully pulpit to sell their ideas about education to the public, what are their favored rhetorical themes? A new analysis examines that question, and finds that governors overwhelmingly choose to frame education as important for economic reasons, rather than for the development of individual abilities, or as a matter of civic responsibility. And that political strategy has implications for society and its schools, the researchers say.

D.C. teacher Stephanie Black sent me an absorbing e-mail that began with a favorable review of my book "Work Hard. Be Nice" on KIPP school founders Dave Levin and Mike Feinberg. Then she explained why her positive feelings about the KIPP charter school network had deepened her distaste for the D.C. teacher evaluation program, IMPACT.

It is an almost universal tribute offered about Michelle Rhee's 3 1/2 -year tenure of the Washington D.C. school district - that if she accomplished one thing, it was to instill a sense of urgency in the city about the need to fix broken schools that had failed children for decades. Actually, it was Mayor Adrian M. Fenty, who hired Rhee and gave her carte blanche, who made school reform the city's top priority. Rhee got all the attention because Fenty wanted it that way.

Across Long Island, there is growing concern about the direction being taken by the New York State Education Department. In breathtaking speed, State Education officials have made sweeping changes to how our schools operate, how our teachers and principals are evaluated and how our students are assessed.

"John King recently resigned as New York state's education commissioner after a tumultuous tenure in which he helped create and implement a controversial education evaluation system and rushed the implementation of the Common Core State Standards and aligned testing. (He is now going to work as a top assistant to U.S. Education Secretary Arne Duncan, who apparently thought the controversy that King created was just fine.)  That evaluation system, known as APPR, required that 20 percent of an educator's evaluation be based on student standardized test scores. Now, New York Schools Chancellor Merryl Tisch wants to make new changes. What are they and why would they take a flawed evaluation system from bad to worse? This post explains."

"There is growing evidence that the corporate-sponsored education reform project is on its last legs. The crazy patchwork of half-assed solutions on offer for the past decade have one by one failed to deliver, and one by one they are falling. Can the edifice survive once its pillars of support have crumbled?"

"As with the Vergara case in California, a central claim of the New York City Parents Union is that the presence of statutory tenure protections in New York State leads to a persistent and systematic deprivation of a sound basic education which falls disproportionately on the state's low income and minority children. Let's review again the basic structure of this argument."

"As with the Vergara case in California, a central claim of the New York City Parents Union is that the presence of statutory tenure protections in New York State leads to a persistent and systematic deprivation of a sound basic education which falls disproportionately on the state's low income and minority children. Let's review again the basic structure of this argument."

"The word "innovative" is invoked a lot to describe school reform policies that are alleged to be improvements over what existed before. But is innovative inherently better? Arthur H. Camins answers the question in the folowing post. Camins is the director of the Center for Innovation in Engineering and Science Education at the Stevens Institute of Technology in Hoboken, N.J."

"Public school teachers and principals deserve fair treatment on important decisions about who should be retained and who should be fired. They should not be fired based on student test scores because the variation in student test scores is random. It is no more reliable than a coin toss. How wise would it be to fire doctors or lawyers based on a coin toss? Heads they stay. Tails they go. Imagine what this would do the moral of staff who had also most no control over whether they stayed or were fired. In this report, we will look at the scientific research (or lack of it) on using student test scores to evaluate teachers."