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The danger in oversimplifying achievement gaps (by Terry Holliday) - goo.gl/lRjMkg
Monthly Labor Review (BLS): Differences between union and nonunion compensation, 2001–2011 - goo.gl/xmbka0
To what extent are dispositions such as motivation, persistence and engagement, mediated by social relationships and social-relational context?
So-called achievement gaps are important social and economic indicators, but they should not be used in formal school accountability systems.
The newly-released results of Minneapolis' new teacher evaluation system should be examined, but should not be taken at face value.
Librarian Connie Williams argues that school libraries create a culture of inquiry in schools, and that library cutbacks are harmful to students and teachers.
Florida officials' arguments for how they want to use ELL students' test scores in school grades are actually arguments against their grading system itself.
An evaluation of a NYC charter schools that pays teachers $125,000 a year found positive results, but the former may not necessarily explain the latter.
Profs. Alan Daly and Kara Finnigan present research on the relational struggles facing urban systems, particularly those experiencing high levels of churn.
In a 1983 column, Al Shanker argues that we need to think long-term about public schooling's purposes and agree on carefully chosen set of reform priorities.
What Happens to the Beneficial Effects of Quality Pre-K?
Wednesday, Dec. 10, noon-2:00 pm
555 New Jersey Ave, NW, Washington, DC
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How Do We Get Experienced, Accomplished Teachers Into High Need Schools?
October 8, 2014
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A New Social Compact for American Education: Fixing Our Broken Accountability System
Sept. 10, 2014
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For Immediate Release August 24, 1999 For American Students to Measure Up, U.S. Schools Must Close a “Teaching Gap”, New Book Challenges WASHINGTON – August 24, 1999 – What will it take for American students to meet the new standards for excellence states are setting? The answer, which has become a focal point for education [...]