The Sure Start programme was introduced in England in 1999 with the aim of improving the life chances of children living in poverty. Five years later, it became a service for all children.

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The Reading Crisis and the science of reading are far more complicated than being presented by much of the media, dyslexia advocates, and political leaders.

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Schools must provide adequate reading programs and reading remediation for students who need more assistance. But the recent report on dyslexia recommending intensive phonics for all children by the PBS News Hour, through Education Week, is irresponsible, short on facts, and presents biased reporting.

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First, teaching any student to write, for me, is grounded in fostering some important foundational concepts about them as student-writers and developing scholars—how to represent themselves as purposeful writers and thinkers while establishing their authority and credibility.

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New Jersey has done little to assess the additional costs imposed by charters on school districts, and the state is not alone. We need to be much more clear about how "choice" is affecting the entire school funding system.

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A famous turn of phrase about teams is that a team of experts does not make an expert team. Just as troubling, the evidence suggests that, for the most part, people aren’t being taught this skill either.

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Evidence-based should not be elevated to the status of Next Silver Bullet That Will Fix Everything, and government definitely absolutely positively should not get involved in picking winners and losers and then mandating which will be used.

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Disguising their aims as reform, our political decision-makers have marginalized teachers, teacher educators, and researchers to the point that those with real insights and knowledge are blamed for the failures they might have avoided.

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The accountability paradigm was destined to fail because the problems with our schools had little to do with a lack of accountability. But this current era of reform has also done immeasurable harm to students, teachers, and public education.

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The benefits of read aloud with older students are clear. The question now becomes, “How much read aloud?” To answer this question all teachers have to assess their own instructional situation.

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Think about it. Who gets to choose whether you attend one of these schools? Not you. Certainly you have to apply, but it’s totally up to the charter or voucher school operators whether they want to accept you.

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One maneuver that has no research in its favor is plopping a three or four-year-old in front of a computer, even in their parent’s lap, to focus on developmentally inappropriate skills.

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Each year, school-aged children living with their families in California’s migrant family housing centers, many of whom are U.S. citizens, miss between three to six months of schooling.

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