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On the board are some of the most well-known and polarizing figures in public education, including Ms. Rhee; Mr. Klein, now a News Corporation executive; and Eva S. Moskowitz, the former councilwoman who now runs a chain of charter schools. Also on the board are former Mayor Edward I. Koch; Geoffrey Canada, the founder of the Harlem Children's Zone organization, a network of charter schools; and a number of venture capitalists and hedge fund managers, who have served as the movement's financial backers. Aside from promoting changes throughout the state, members of the group hope to neutralize the might of the teachers' unions, whose money, endorsements and get-out-the-vote efforts have swung many close elections.

You would think everyone would want to review the evidence before rushing to implement schemes that haven't been shown to work. But when folks like Michelle Rhee control the debate - a woman who crows about her changes to the Washington DC evaluation system when they had no discernible effect on student learning - politicians must feel they have to follow her lead. They need to urgently do something - anything! - to prove how much they care about kids.

Any serious student of K-12 education performance and reform efforts must read Diane Ravitch's The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. Her basic premise is sound, and one that would definitely upset market-based reformers like Michelle Rhee, Eli Broad and Joel Klein.

In response to my Nation piece on achievement gaps in Washington, D.C. district public schools, commenter E.B. wondered how things would look different if we measured student proficiency instead of raw NAEP scores. This is a great question, since proficiency--defined as "solid academic performance"--is the standard to which we should hold most children.

Like Henry Ford, Bill Gates has ushered in a new era in U.S. public education, shifting the already robust accountability era that began in the early 1980s and accelerated in 2001 with the passing of No Child Left Behind (NCLB) from focusing on student accountability for standards and test scores to demanding that teachers be held accountable for student test scores addressing those standards. Gates has been assisted by Michelle Rhee and Secretary of Education Arne Duncan as the "No Excuses" Reformers have perpetuated narratives conjuring the myth of the "bad" teacher, which Adam Bessie has confronted by suggesting we hire hologram teachers in order to remove the greatest problem facing education: Humans. Just as the assembly line rendered all workers interchangeable, and thus, easy to hire, and easy to fire, the current education reforms focusing on teacher accountability, value-added methods (VAM) of evaluating teachers, and the growing fascination with Teach for America (TFA) are seeking the same fact for teachers: A de-professionalized workforce of teaching as a service industry, easy to hire, and easy to fire.

American public school teachers are paid far more than their smarts are worth. That's the provocative conclusion of a new study from two high-profile conservative think tanks. Researchers from the Heritage Foundation and the American Enterprise Institute found that public school teachers take home total compensation that's 52% higher than "fair market levels" for professionals with similar cognitive abilities. Unsurprisingly, their findings have riled the education world. "No, we do not agree that teachers are overpaid," public school reform advocate Michelle Rhee told Politico. "Under the status quo in most school districts, good classroom teachers are not only undervalued in pay, but as professionals generally." Of course, this isn't the final word on teacher pay. It's just the latest word. Big sweeping statements about teachers being overpaid or underpaid are perennial in the think tank world. Here are four of the biggest.

Consider us optimists, but we think the high-stakes test movement has reached its apex and started its decline. It won't happen quickly given the powerful political forces aligned to promote the testing regime, but the test obsessed "accountability" package for education reform won't continue indefinitely. There are too many bad policies (NCLB, Race to the Top), bad performance reports (NAEP, CREDO, last week's Mathematica study), and corruption/cheating/score inflation scandals (ATL, DC, NY, and more). If you need hope, look back at how Diane Ravitch drove an intellectual stake into the heart of the education reform movement on the Daily Show. She asked the audience how they felt about tests. When the crowd booed, Jon Stewart complained that it couldn't be that simple. Tell that to Michelle Rhee now that her reforms have faced the scrutiny of the voting public (in the DC Mayoral race but again this past Tuesday). In a democracy, eventually, the people have their say.

This is all happening just before the release of a major movie called "Won't Back Down," a pro-parent trigger film with Viola Davis, Maggie Gyllenhaal and Holly Hunter that was produced by Walden Media, a company owned by uber-conservative entrepreneur Philip Anschutz. Walden helped distribute "Waiting for Superman," a tendentious documentary that mischaracterized charter schools as a systemic answer to public education's problems and hailed Michelle Rhee as a reform hero. You don't have to guess about the message of "Won't Back Down" - watch this trailer.

SKDKnickerbocker (SKD) is one of the top firms providing outside assistance to labor coalitions while raking in hundreds of thousands of dollars for work to undermine organized labor, particularly teachers unions. Led by Anita Dunn, a former White House communications director and current Democratic Party advisor, SKD has spearheaded state-based campaigns for Students First, the anti-teacher's union charter and school privatization group founded by former Chancellor of DC Public Schools Michelle Rhee.

Doris and Donald Fisher, founders of the GAP clothing company, began contributing to education-related causes through various philanthropic organizations in the late 1990s. The Doris and Donald Fisher Fund is the current foundation, although it was formerly known as the Doris and Donald Fisher Education Fund, is still sometimes abbreviated as D2F2, and earlier was known as the Pisces Foundation. The Fishers were early supporters of Edison Schools, and have been major supporters of KIPP and Teach for America. Although I cannot find some of the Fisher's earliest IRS 990s, the family also supported a young organization, The New Teacher Project, founded by Michelle Rhee. As noted on the Fisher's 2011 Form 990, the foundation contributed $250,000 to Rhee's newest organization, StudentsFirst. I gathered Form 990s for the fiscal years ending in 2003 through 2011, and pulled information about contributions made during each of those years. You can find all of these Form 990s through Guidestar.org or Foundation Center's 990 Finder. You can see the information I pulled in an Excel file on my Data page or check out the results below.

One common strain of modern education reform has a direct, yet familiar logic: An education crisis persists despite more spending, smaller classes, or curricular changes. We have ignored the major cause of student achievement: teacher quality. Seniority and tenure have diluted the pool of talented teachers and impeded student learning. Reformers such as Michelle Rhee have acted on this assumption, implementing test-based accountability measures, merit pay, and lesser job protections. Unfortunately, the current educational reform movement shares its logic with the early-twentieth-century American eugenics movement, which in efforts to improve our gene pool, wrote a horrific chapter in our history. In suggesting this provocative comparison, I hope to guide readers through three shared errors. Both eugenics and modern school reform view education too deterministically, share a faith in standardized tests, and exaggerate the fixedness of traits.

Over the past two years of gut-punching, teacher job satisfaction has fallen from 59 percent to 44 percent. That's according to the annual ­ MetLife Survey of the American Teacher. While this 15-point plummet is no doubt caused in part by the bad economy and budget cutting, it's also hard to overlook things like Waiting for Superman , the media deification of Michelle Rhee, and the publishing of flawed "scores" that purport to evaluate teachers based on students' test results - an offense first committed by the Los Angeles Times and now taken up by the New York Times and other New York papers. Teachers knew these evaluations were unreliable and invalid even before researchers documented those problems.

An often quoted 'statistic' by various 'reformers' is that an effective teacher is three times as good as an ineffective one.  Sometimes it is said that the ineffective teacher gets a half year of progress while the effective teacher gets one and a half years of progress. I don't doubt that there are a small percent of teachers who have little classroom control, mostly new teachers, who only manage to get a half a year of progress.  I also can imagine a rare 'super-teacher' who somehow gets one and a half years of progress.  (I think I'm a pretty good teacher, but I doubt I get a year and a half worth of progress.)  I don't think there is a very accurate way to measure this nebulous 'progress' aside from test scores, but I could still imagine that there is a 'true' number, even if we will never be able to accurately calculate it. As this statistic has been quoted by Melinda Gates recently on PBS and by Michelle Rhee in various places, including the StudentsFirst website I thought, in response to a recent post on Diane Ravitch's blog I would investigate the source of this claim.

"Arthur Camins explains what is wrong with the TFA approach but cautions that the recruits should not be blamed or criticized. I agree. The recruits are idealistic and well-intentioned. They are akin to Peace Corps volunteers. No one suggests that Peace Corps volunteers are qualified to be Foreign Service officers or diplomats or ambassadors. Blame the organization for its hubris, not the kids. It is the hubris that produced John White (Louisiana), Kevin Huffman (Tennessee), Eric Guckian (North Carolina), Michelle Rhee."

"If the former DC schools Chancellor, Michelle Rhee intends to reform education, the last people she would be aligning herself with would be governors Scott Walker and Tom Corbett, right? Yet that is exactly who she will be speaking along side at The American Federation for Children Annual Policy Conference, Monday May 9th, in Washington D.C."

How much do Michelle Rhee, Joel Klein, and Geoff Canada get paid for their appearances at various conferences and events, by whom -- and where are these payments disclosed to those who are listening and to the public?  How much did Steve Brill get paid to write his book and who was it who first suggested to him that he should look into Diane Ravitch's speaking fees?  These are some of the questions that come to mind in light of the attacks on Diane Ravitch in Brill's book that are the focus of Whitney Tilson's emailings this morning

One problem in the current ed reform debate is that there is not enough genuine debating.  Really, there's no communication at all between the two sides who I see as the 'corporate reformers' (Duncan, Klein, Rhee, and even Kopp) and the 'realistic reformers' (Ravitch, Cody, Valerie Strauss, and others including me).  Without direct communication all you have is New York Times OpEds and press conferences where each side says what they want, but are never challenged, directly, to defend what they say.

As public school students and educators throughout Florida prepared to return to schools that have fewer teachers, larger classes and smaller budgets, a for-profit charter school company, Charter Schools USA, paid for 2,000 employees to attend a pep rally. The rally included controversial charter schools proponent Michelle Rhee and Gov. Rick Scott - the man who pushed for $1.35 billion in cuts for public schools and increased funding for charter and virtual schools.

Each time I read the newest claims coming from the new reformers -- Secretary of Education Arne Duncan, Bill Gates, Michelle Rhee, and Geoffrey Canada -- I think about my days in the classroom and on the field. These new reformers reached their positions of authority in education reform, first, without any real expertise (similar, I must admit, to how I became a varsity soccer coach without ever having played the game). Next, one of the central refrains of their message has been teacher accountability.

A few weeks ago, I wrote about how I did my own analysis of the 1997 study which is always quoted by Rhee about how 3 effective teachers in a row vs. 3 ineffective teachers in a row is life changing.  Now, as someone who considers himself an effective teacher, and someone who has been taught by effective teachers and also by ineffective teachers, I'm very aware that there is a difference.  The question is whether or not this difference really shows up in standardized test scores accurately enough so that districts can use them reliably as part of evaluations which can lead to teachers getting fired over them.