April 8, 1998

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Vol. 17, Issue 30
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It seems like a given: Teach a teacher well, and that teacher will teach students well. Teach students well, and they learn more.
Nothing would better serve educational reform in the United States than for teachers to accept that the results of their tests measure their own performance (including themselves as test-makers) as well as their students'. Thoughtful analysis of classroom tests would make us far more self-conscious about issues of teaching and learning than we tend to be at present--whether we are learner-centered or subject-centered.
One might think that if parents dug deep into their pockets to help their children the parents would be kissed on both cheeks, maybe even awarded a new Colin Powell civil-society award. Not so if parents rush to assist a public school in New York City, Denver, Los Angeles, or most other jurisdictions.
The federal government and foundations sponsor report after report describing programs said to raise student achievement, particularly that of poor, urban, and minority children. Many articles in scholarly and practitioner journals also describe programs that apparently raise students' test scores.
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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