April 20, 1983

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Vol. 02, Issue 30
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Currently, most teacher-evaluation efforts do little more than accommodate union demands for due process, satisfy state legislatures, and give school boards a sense of doing the right thing. They do little to improve the performance of good teachers, and they fail to weed out those who should not be in a classroom.
Nobody who reads the newspapers these days can doubt that our nation is engaged in a debate perhaps more intensive than at any time since the Great Depression about what the course, if not the destination, of the American society should be. Education is intimately bound up in that debate.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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