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Curmudgucation Digest (March 8)

By Peter Greene — March 08, 2015 1 min read

Testing, belief, charters, economists pretending to understand education, early reading and David Brooks bloviation-- all this week at Curmudgucation.

Charter Influence in PA

PennLive covers some of the outsized influence of charter school operators in Pennsylvania

A Win for Pennsylvania’s New Governor

New PA governor Tom Wolf took his first official stand on a charter-related issue, and it was good news for public education.

The Heavy Federal Hand

Out in Chicago, the federal government once again revealed that it’s not really interested in letting local districts chart their own course.

Economist Hansuhek Gets It Wrong Again

Eric Hanushek turned up in the NYT with some thoughts about how to get a better teaching force. It’s mostly baloney.

Your Granular Achievement Report

Achieve showed us a version of the reports that parents will get back from big CCSS testing. If this is supposed to be detailed information for families, then I am the queen of Rumania.

PTA Believes in Unicorns

The national PTA continues to support Common Core testing with arguments flimsier than a fairy’s wing.

FL Testing: Crash and Burn

Florida was one of the states to enter testing season this week. According to some reports, testing did not go well.

David Brooks Gets Everything Wrong

David Brooks has some thoughts about education and why public education is just one more reason that poor people are at fault for being poor.

Is Early Reading a Problem?

In US News, Robert Pondiscio says that the Common Core requirement for kindergarten reading is perfectly okay. Here’s how he got it wrong.

Believing in Charters

Should we believe in charter schools? Do they have anything to teach us about believing in students and their success?

Super Sardinemastery: Paying More To Teach More

Georgetown’s Edunomics group wants to make one more pitch for paying teachers more to get them to take huge classes. Wrong.

The opinions expressed in View From the Cheap Seats are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.