Events

This book follows the author through his coming-of-age story, beginning as a naïve young man growing up in the drug-tainted, community-centered projects of the Lower East Side of Manhattan, and continuing through his struggles to mature and give back through a career teaching middle school math.

Twelve years after the passage of No Child Left Behind and five years into Race to the Top, America finds itself in a ‘test and punish’ system of school accountability that poorly serves the nation and its students.

Sponsored by the Albert Shanker Institute and the American Federation of Teachers, this conversation series is designed to engender lively and informative discussions on important educational issues.

In April, approximately 40,000 workers struck the footwear manufacturing facilities operated by Yue Yuen Industrial, a global supplier of shoes for brands such as Adidas and Nike.

As we mark the sixtieth anniversary of Brown v. Board of Education, the promise of that historic decision remains unfulfilled. Watch the Conversation.

The American ideal of “public education” has historically included a robust and complex conception of what it meant for education to be “public.”

Since the 1995 introduction of the TIMSS studies and the 2000 start of the PISA assessments, much ink has been spilled on where U.S. students stand vis-à-vis their international counterparts

How do we ensure that all schools are warm, welcoming, fair, and effective in the treatment of all students? How do we maintain safety and order, while protecting against the effects of the persistent, unconscious biases that plaugue our society?

Studies and reports that diagnose the health of American teacher education and prescribe remedies for its ills have turned into a cottage industry in recent years. There is little consensus, however, on the condition of the patient, much less on the regimen of treatment the patient should undergo.

How do we ensure that our schools become vehicles for escaping poverty and constructing meaningful, productive lives as democratic citizens, and not the starting point of an institutional arrangement that ends in mass incarceration?

Do the Common Core State Standards represent a threat or an opportunity for the early childhood field?

Given states’ difficulties in implementing the Common Core State Standards (CCSS) thoughtfully, many early childhood educators have begun to worry about what the NAEYC refers to as “a downward pressure of increased academic focus and more narrowed instructional approaches.”

The conversation focused on federal and state policy on student assessment, with an eye to identifying policies that would promote best assessment practices.

This New York City conference (co-sponsored with the UFT) was designed to allow participants to share their expertise in CTE policy, practice, and research, as well as to deepen their understanding of how quality CTE can serve to expand the educational and career horizons of all students.

One of the primary purposes of public education is to foster an engaged and well-educated citizenry: For a democracy to function, the "people" who rule must be prepared to take on the duties and the rights of citizens.

Nationally-recognized experts, Linda Darling Hammond, Douglas Harris and Thomas Kane will present and discuss concrete proposals for how to incorporate test-based performance measures into new teacher evaluations

Co-sponsored with the American Federation of Teachers and held the second Wednesday of every month during the school year, this series is designed to engender lively and informative conversations on important educational issues.

The Albert Shanker Institute hosted a meeting and reception for Afro-Cuban civil rights activists Leonardo Calvo, Manuel Cuesta Morua, and Rafel Campoamor on June 3 from in Washington, D.C.

In the wake of No Child Left Behind, the demands on educational testing are heavier than ever – from diagnosis to instructional improvement to gate-keeping to accountability for students, teachers, and schools. What would a useful assessment system look like at the state and local levels? What are the conceptual and practical issues that must be confronted to achieve such a system?

This workshop session offered an overview of research on why the early acquisition of broad content knowledge is crucial to young children’s later academic success, and provides a guide so that the design, choice, and use of teacher training materials is improved by careful focus on content suitable for three and four year olds.

Districts across the country are struggling to improve low-performing schools, many using school improvement formulas imbedded in state and federal law. But what can research tell us about the relevance of family and school context to learning?

The quest to define and measure teacher effectiveness has sparked useful research on many different fronts, using different means to gauge various important outcomes. But it has also prompted many ieffective, punitive redesigns of teacher evaluation systems. How do we create a system that is clear, fair, and useful for improving practice?

In May 2010, ASI gathered together a remarkable group of researchers, policymakers, journalists and other leaders gathered in Washington, D.C., on May 3 for a thoughtful, in-depth, off-the-record discussion on the role of civic education in the United States.

The fifth meeting of district partners in the Albert Shanker Institute’s “good schools” seminar series was convened in the wake of the first round of the Obama Administration’s $4.3 billion Race to the Top competition. Although only two states were declared as winners, scores of others made plans and passed laws that changed state education systems in ways that could be positive or negative, depending on the care with which these changes are planned and implemented.