Volume 26, Issue 1 (2014) Special Issue on Education
The contributors to this issue—Andreas Schleicher, Catherine Boehme, Linda Darling-Hammond, Chris Edley, Michael Rebell, Fernando Reimers and Eleonora Villegas-Reimers, Kathleen J. Skinner and Paul Toner, Ronald Thorpe, Mark Warren, Randi Weingarten, and Jason Zimba—are among the most distinguished in their respective fields. They were asked to take the 2012 Programme for International Student Assessment (PISA) scores as a starting point and address the obstacles to education reform that prevent this country from leapfrogging rather than scrambling its way into the top tier of education performers, to address what is perhaps the most significant variable: that, leaving aside the fact that every municipality in the United States has its own educational system, there is no one education paradigm but several. There is a proliferation of education entrapments. Many argue persuasively, that the root of inequity in educational outcomes is growing poverty and resegregation. No Child Left Behind has become More Children Left Behind.
What Can PISA Tell Us about U.S. Education Policy?
Poverty, Educational Achievement, and the Role of the Courts
Michael A. Rebell
School Reform in Canada and Florida: A Study of Contrast
Catherine S. Boehme
Getting to the Core and Evolving the Education Reform Movement to a System of Continuous Improvement
Fernando M. Reimers and Eleonora Villegas-Reimers
Massachusetts Schooling Matters: Good News, Contributing Factors, Challenges, Persistent Problems
Kathleen J. Skinner and Paul Toner
- Padraig O'Malley
- Managing Editor
- Nancy Riordan
- Copy Editor
- Debby Smith