‘The attack on gifted education is not only a loss for students, but it’s a loss for our country. It’s a national security issue,’ says Harry Jackson, who is suing to resist racial quotas in his son’s elite public school.
The Fairfax County School Board is set to vote Thursday night to gut the race-blind, merit-based admissions testing process at Thomas Jefferson High School for Science and Technology.
Four to six months ahead of possible testing times, the test’s commissioner pre-emptively canceled this only way to measure the effect of varying school shutdown regulations across state lines.
On Tuesday, the latest results from a respected international test showed U.S. students making no progress in math or reading in the past 19 years. It’s the latest puncture in Common Core’s inflated promises.
Grade-school scores on the nation’s most respected test have dropped again. Further, the class of 2019, the first to experience all four high school years under Common Core, is the worst-prepared for college in 15 years.
Merit is now racist, as far as Bill de Blasio’s School Diversity Advisory Group is concerned. His new plans are just the next step in active discrimination against hardworking students, for the sake of equal outcomes.
‘Britain’s strictest school’ for the underprivileged, where discipline and order sparked controversy, just got its first major results, which are four times better than the national average.
Why did college graduation rates increase while college students became academically less prepared? A new study concludes it’s probably because colleges have lowered their standards.
In several cases student achievement reversed under Common Core, and in every subject studied students would have been better off if states had not adopted Common Core.
Common Core sucked all the energy, money, and motivation right out of desperately needed potential reforms to U.S. public schools for a decade, and for nothing.
By 2014, California was the top state in eighth-grade algebra enrollment. Common Core erased all those gains almost immediately, shows a new Hoover Institution analysis.
Honestly, competence, adequacy, and good enough ought to be satisfying enough goals for most students in most subject areas.
Particularly in America’s rural areas and small towns, student performance is often as bad as it is in urban centers.
Attempts to reduce achievement gaps in math often do so by eliminating achievement altogether. This doesn’t help anyone (except consultants).
If the noblest goal of affirmative action is to reduce the disparity of fortune between the races, that effort has clearly fallen short.
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