April 1, 1998

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Vol. 17, Issue 29
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Kentucky's distinguished educators provide expert help to troubled schools.
National Education Association President Bob Chase's advocacy of a new unionism, in which organized teachers will join administrators in promoting educational reform, has provoked widespread dissension within the ranks.
This class is like a family." "Kids don't make fun of you in this school when you don't know something." "My teacher really cares about me." Few people need to be convinced of the significance of comments like these. But in all the recent talk and activity regarding educational reform, almost nobody has been paying serious attention to how students experience their classrooms and schools.
The educational culprit is not class size. As the directors of the Third International Mathematics and Science Study comment in recent newspaper reports of American students' poor showing, their low achievement in science and mathematics is more likely due to the absence of demanding academic standards, substantive curriculum content, and well-trained math and science teachers in K-12.
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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