September 25, 1996

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Vol. 16, Issue 04
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From the summer of 1991 to just before Christmas of 1994, I traveled across the United States, visiting good public school classrooms, from preschool to 12th grade, urban and rural, Industrial Northeast to Deep South to California border town. I was trying to fashion a response to the national discussion about public schools, a discussion that, I believed, had gone terribly sour.
Education has been victimized over the past 10 years by well-intentioned reformers run amok with the support of governmental and foundation elites. These members of what I call the Research Academic Reform community, hereafter to be referred to as REAR, have used the widespread failure of existing practices to seduce the education profession into pursuing a series of alternative reforms that cannot work in their proposed forms. These reforms include, but are not limited to, whole language, full inclusion, heterogeneous grouping, schoolwide models, teacher empowerment, the middle school movement, authentic assessment, learning communities, school restructuring, multidisciplinary curricula, overreliance on staff development, and many others.
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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