Friday, February 27, 2015

Rahm asked by Ponce: 'Do you need to tweak your style?' Or 'Why are you such a dick'?

"You know, Phil. I'm human just like you."
Telling interview with Mayor 1% on Chicago Tonight.

Rahm is not used to being confronted face-to-face interview style where he can't sneer, give a glib answer, and walk away. Phil Ponce basically asks him why he is such an asshole (Ponce doesn't use those words of course) and Rahm struggles for words. He tries to force a smile -- they've prompted him to smile more, to be a softer, gentler Rahm -- but his mouth just doesn't seem to stretch that far. He's just not a self-aware guy and all the coaching by Axelrod's people can't change that.

After denying the Guardian report that Chicago PD has an off-the-books, secret interrogation spot at Homan Square ("We follow all the rules... Everything's done by the book."), Rahm is asked about the PARCC test fiasco.

He's lost. Non-responsive. I can't really blame him on that one. He's an education know-nothing and his own schools chief Byrd-Bennett has ordered that full PARCC testing be put off for a year, blasted the testing process and called the PARCC test “unproven.” All Rahm can do is mutter something about how the test needs improvement. He admits, "We haven't even gotten the results back from last-year's tests." But you can tell he's going to cave to Arne Duncan and Rauner's guy Meeks on this one and give the test anyway ("There is a serious financial and that's what we have to weigh"). What?

Then comes Ponce's asshole question. Why do so many Chicagoans hate you? Actually, he asks, "Do you need to tweak your style?" Rahm hesitates, trying to remember the prompt on this one. He remembers how all politicians are taught to respond when asked about their weaknesses. You say something like, "My strength is also my weakness. I care too much." Or something like that.

Says 1%:
You know, Phil. I'm human like you are. [good one]. Your strengths are my weaknesses just like everybody else. I am a hard driver who tries to get things done and that's my strength and my weakness... I can also be so pushy [making shameful face] that I'm not listening. I rub people the wrong way and make people think I'm not listening. So my strength is my weakness.
Okay, you're strength is your weakness. We get it.  But the question still remains. Why, with all that PR money in your war chest, and with the bloated staff of spinners coaching you, are you still the most hated man in Chicago? I think it just a visceral, populist and democratic response to little emperors. Chicagoans just don't like 'em.

Funniest comment...1% says he had "phone exchanges" with Chuy Garcia. Ponce asks about the nature of those calls. 1 replies that they hadn't really talked: "He left a voice mail...I called him. But we have to get back to each other."

Thursday, February 26, 2015

Basking in the warmth of Tuesday's victory

It's another beautiful Chicago morning. Icy cold, ankle deep in snow. The new layer of white on the urban tundra is like a fresh coat of paint on the walls of a grimy apartment. The dog poop and the Starbucks cups and wrappers have vanished. Brother Fred is driving to Springfield, leaving his killer dog, Bruiser and his cousin Rocko behind to guard the house. And I'm still basking in the warmth of Tuesday's election victories by progressives over a rickety Rahm machine. Well, maybe not basking -- shoveling.

I showed Laurent Cantet's film, The Class, in my class last night. Since I've seen it several times, I was going to duck out for a while and read student reflection papers. But the film is still so compelling, I stayed and watched it again. Great discussion followed. I still love when that happens.

Back to Tuesday...If you ever wanted to see a mandate, take a look at the citywide votes for the Elected School Board referendum. Ward after ward came in at around 90% for. It was a dagger to the heart of mayoral control of the schools.

Best quote on this came from KOCO's Jitu Brown.
“I’m tired of going to school board meetings where people who don’t have skin in the game are making decisions.” 
Of course, Jitu's talking about educational skin. But truth be told, Rahm's hand-picked board members do have skin in the game. Take Deborah Quazzo for instance (please), whose companies are raking in millions from CPS contracts. It's no wonder she's opposed to an an elected school board. Skin in the game, you bet.

Meanwhile, the Mayor argues, 
"I don't believe what we need right now is more politics in schools."

The worst quote comes from a dazed and shaken Emanuel. Not knowing how to respond to the whipping he and his cronies took, he's forced to steal an old line from the great Harold Washington, whose spirit hovered all over Tuesday's raceHe tells the New York Times“Politics ain’t beanbag.” C'mon Mayor 1%. You can do better than that.

Wednesday, February 25, 2015

Hey Little Emperor...

Hey little Emperor, come down from your throne
The hourglass is empty, your time has come and gone
The battlements are crumblin’ the walls are tumblin’ down
Your counselors and concubines are getting’ out of town 

-- Steve Earle

Even though I didn't drink last night (honest) I feel hung over this morning after 14 hours of poll watching and then hitting Carlos Rosa's victory party at the Levee. I can't remember a victory like this since Harold Washington won the Democratic mayoral primary in 1983 (Yes, we once had party primaries in Chicago). Yesterday's citywide defeat of Rahm's overstuffed political machine, and Chuy Garcia's forcing of Rahm into a runoff, was as close to being on par with that as it gets.

Rosa's stunning win over a Rahm-backed incumbent was but a small piece of the pie (which I'm still digesting). In my diverse Logan Square neighborhood, it comes on the heels of Rep. Will Guzzardi's devastating rout of  machine daughter Toni Berrios last March. Rosa, a 26-year-old community activist, more than doubled the vote of the mayor's guy, discredited incumbent Rey Colon.

DNAInfo reports:
Ramirez-Rosa was joined on stage at The Levee, 4035 W. Fullerton Ave, by 39th District State Representative Will Guzzardi and a crowd of friends and family around 8:30 p.m. The incoming alderman then claimed his victory in the ward, which represents portions of Logan Square, Avondale, Hermosa, Irving Park and Albany Park.
"This is not about switching one alderman for another; it was about a movement," Ramirez-Rosa said following his acceptance. "We aspire to more — a city that uplifts working people. That's the message the 35th Ward sent today. We proved tonight we can begin the first step of that progression."
Yes we did.

Carlos & Chuy
Citywide, Rahm failed to carry a majority in any ward except for the lakefront and a couple on the far southwest side. His superPAC proved worthless. And his toady incumbents, like John "Petcoke" Pope in the 10th, Deb "Boss' Daughter" Mell, have been forced into runoffs by progressives Susan Sadlowski Garza and Tim Meegan.

My alderman, Scott Waguespack, a leader of the Progressive Caucus, who was singled out for defeat the so-called Chicago Forward PAC, defeated it's candidate Dooty-Jones (I love saying that name, like I love saying Huck-a-Bee, Huck-a-Bee) with 80% of the vote.

The Elected School Board referendum, which was a dagger aimed at the heart of mayoral control of the public schools, carried in ward after ward with numbers around 90%. Makes you wonder who the other 10% was?

More to come on this as my head clears and the final numbers come in.

Monday, February 23, 2015


New York Principal Carol Burris
The bizarre notion that subjecting 9-year-olds to hours of high-stakes tests is a “civil right,” is embedded in the thinking of both parties. -- The Answer Sheet
Joan McRobbie Senior Associate, CTAC 
But with rising inequality, reality is making a comeback. Many voices are re-asserting that it's not an excuse but a necessity to acknowledge that out-of-school factors associated with poverty affect school performance. -- Huffington
FOX News host  Lisa “Kennedy” Montgomery
 “There really shouldn’t be public schools, should there? -- MSNBC
Noam Chomsky
 First of all, you don’t have to assess people all the time… People don’t have to be ranked in terms of some artificial [standards]. The assessment itself is completely artificial.  -- Creative by Nature

Friday, February 20, 2015

Chicago Area Researchers Slam Rahm's Failed Ed Policies

For Immediate Release

From Chicagoland Researchers and Advocates for Transformative Education (CReATE)

February 20, 2015

Isabel Nunez, CReATE Coordinator, (312) 421-7819
Mike Klonsky, (312) 420-1335
Brian Schultz, (773) 442-5327
David Stovall, (312) 413-5014


On the eve of the Chicago mayoral election, Chicagoland Researchers and Advocates for Transformative Education (CReATE), a network of 150 education researchers from universities in the Chicago area, is releasing Chicago School Reform: Myths, Realities, and New Visions (2015).

In response to Mayor Emanuel's claims of major success for his education policy initiatives, CReATE calls into question major parts of Chicago school reform under Mayor Emanuel's leadership. CReATE reviews how reforms of the past four years and earlier have impacted Chicago children, families and school communities.

In response to recent policy initiatives, CReATE proposes a series of research supported alternatives to mayoral appointed school boards, school closings, the ever-expanding chartering and privatizing of public schools, as well as the curriculum and teacher evaluation designs and increased high stakes testing being imposed by Common Core State Standards and the U.S. Department of Education's Race to the Top policies.

The position statement also includes contact information for university-based education researchers who can provide more detailed commentary on specific areas of education policy.

CReATE’s Statement on Chicago School Reform: Myths, Realities, and New Visions is available online at

Chicago's hard-hit suburban schools resist charter invasion

Parents, teachers, activists, and students showed up at the Chicago Heights District #170 Board meeting on Feb. 12 to oppose opening the district to the LEARN Charter School Network. LEARN was voted down by an almost unanimous vote. (John Booz, Tribune)
Chicago Heights is a south-of-the-city suburb with a high concentration of poverty and a rapidly-growing Mexican immigrant population. District #170 schools have in many ways borne the brunt of an eroding tax base, loss of manufacturing jobs and the recession of the past decade. While the schools struggle to implement the district's reform plan, including a new middle-grade STEM academy, and prepare at the same time, for the next round of PARCC tests, progress remains slow. Test scores remain the carte du jour for judging schools and teachers, leaving districts like the Heights vulnerable to interventions by the state.

Gov. Rauner now threatens even more draconian cuts to school budgets and health and social services that will negatively impact the schools and communities in Chicago's inner-ring suburbs. He's proposing that suburbs' income tax revenue be cut in half

Towns like Chicago Heights have become the new target areas for poorly-regulated, expanding networks of privately-run charter schools which have already saturated the inner-city market. Recently, District #149 in Dolton/Calumet City was able to beat back a charter takeover attempt by over-hyped Urban Prep.

Nearby South Holland also rejected an assault on their district by a company called LIFE Academy Charters. Their board also voted unanimously in September 2013 to reject a charter proposal by Urban Prep.

Now District #170 is being targeted by the LEARN Charter Network which has a dismal track record of low performance, lots of unlicensed teachers, and a record of exclusion of English language learners and students with special needs. But at last week's meeting, a near unanimous vote by board members, to the delight of a cheering crowd of parents and teachers, scuttled the expansion plans of the charter operators -- at least for now.

With heavy financial backing from big hitters like the Walton Family, and political support from the Illinois Network of Charter Schools (INCS), LEARN is preparing to appeal its rejection to Rauner's State Charter School Commission. LEARN's director Greg White, founder of Chicago Venture Partners, with no background in education, thinks he will get a better deal from the corporate cronies who sit on the Commission. With Rauner in the gov's mansion and his newly-appointed board president, Rev. James Meeks, a voucher/charter advocate in place, White may be right.

All the Chicago Heights board and Supt. Tom Amadio can do is make their case for survival, show off the slow but steady academic progress they are making, rally their troops again with help from the teachers union, and hope for the best.

Thursday, February 19, 2015

Big gap in turnout predictions. Are they looking at the same race?

Rahm hoping voters will stay home. 
“It's a slight increase in interest in the election,” said Chicago political consultant Don Rose, who is involved in the mayoral campaign of Cook County Commissioner Jesus “Chuy” Garcia. “Everybody seems to be under the impression that this is going to be a low-turnout election. I am not sure of that.”
The Mayor's praying for a low turnout on Tuesday. As his people see it, that would be his only hope for avoiding a runoff and loss of control of the City and schools. If you believe the Sun-Times' Fran Spielman, Rahm may get his wish.
If early voting — or the lack of it — is any bellwether, Chicago could be headed for a record-low turnout in Tuesday’s election... Majority Hispanic wards that traditionally record the lowest election day turnout chalked up some of the lowest early vote totals. That can’t be good news for mayoral challenger Jesus “Chuy” Garcia.
But if you read Thomas Corfman at Crain's, you get a completely different assessment.
Chicago voter registration has risen 3.9 percent, to more than 1.42 million, since the November election, reaching the highest level in almost five years despite a mayoral race that has lacked fireworks.
Registration for the Feb. 24 municipal election has not only slightly surpassed 2011, when Rahm Emanuel first ran for mayor, but also has exceeded the 2012 presidential election that featured Illinois favorite son Barack Obama, according to figures compiled by the Chicago Board of Election Commissioners.
Wow! Record high and record low. Are they both looking at the same race?

It's Spielman who sounds most bewildered by her own early voting data. She may be getting her information from machine ward bosses. But even if, she adds this:
 The biggest total was the 2,205 early votes recorded in the 19th Ward, home to scores of police officers, firefighters and teachers who are not enamored with Mayor Rahm Emanuel.
 A close second was the 2,092 early votes in the 41st Ward, where homeowners have accused Emanuel of turning a deaf ear to their skyrocketing complaints about O’Hare jet noise.
My own opinion? Low turnout or high -- it all depends on who can turn out their base. I can't imagine that the undecideds are undecided about Rahm, It may be that he can be stuck in the 40% range whether the turnout is high or low.

Warren & de Blasio
Here's an intriguing assessment from today's Washington Post:
Garcia, a Cook County commissioner, has picked up the torch of the economic populist movement embodied by Sen. Elizabeth Warren (Mass.) and New York Mayor Bill de Blasio. Emanuel is being cast as part of the establishment that includes Obama and Hillary Rodham Clinton and has been accused of being too cozy with Wall Street and big banks at the expense of average Americans.
There’s little doubt that Emanuel will finish well ahead of Garcia and three other challengers in Tuesday’s election. But polls show him at risk of falling short of a majority and being forced into a six-week runoff campaign, probably against Garcia. Liberal activists are relishing the opportunity to extend the race.

Wednesday, February 18, 2015

UIC study makes compelling case for an elected school board in Chicago

In 2012, 87% of 80,000 Chicago residents voted in 13% of the city’s precincts for an elected school board in a nonbinding referendum. A similar referendum is on the ballot next Tuesday in 37 of Chicago’s 50 wards.
A new study out of UIC's College of Education makes a powerful case for junking mayoral control of Chicago's public schools and replacing Rahm Emanuel's hand-picked school board with a representative, elected board.

Chicago is currently the only district in the state that doesn't elect its school board. In 1995, the state legislature gave then Mayor Daley, full authority over the schools, including the appointment of the board members. But UIC researchers, Pauline Lipman, Eric (Rico) Gutstein, Rhoda Rae Gutierrez, and Tirzah Blanche, find that after two decades of  of mayoral control, the appointed Board’s policies have become increasingly contentious, leading parents, community and education organizations, academics, civil society leaders, politicians, and the Chicago Teachers Union (CTU) to call for an elected representative school board.

The study finds that after 20 years of mayoral control in Chicago, the research paints an alarming picture—Board policies and actions have resulted in a school district that is more unequal on nearly every measure leading to the recreation of a "two-tier" school system.

Here's what else it finds:
  • There is no conclusive evidence that mayor-appointed boards are more effective at governing schools or raising student achievement. 
  • The Board prioritized selective programs and schools while neighborhood schools serving low-income students of color lost resources and bore the major impact of misuse of tests to enforce punitive accountability and narrowed curriculum, and to close schools. 
  • Under the mayor-appointed Board, racial disparities in educational outcomes persisted and in some cases widened. 
  • The Board’s policy of closing neighborhood schools has not improved education for the majority of affected students and has had harmful consequences, particularly for African American communities, students, and teachers who were disproportionately impacted. 
  • The Board’s privatization agenda has not generally improved education. Charter and contract schools are on the whole doing no better and are more punitive than neighborhood public schools. Privately operated schools are also further removed from public accountability. However, the Board turned over one-quarter of the district’s schools to private operators. 
  • Chicago’s Board engaged in questionable and risky financial arrangements and was a poor steward of public resources. 
  • Mayoral control and Board structures and processes limit public input and democratic accountability. The Board has been markedly unresponsive to outpourings of public opposition to its policies and essentially indifferent to advice and proposals of parents, teachers, and others with expert knowledge and who have a primary stake in students’ education.
The study makes the case that  an elected board that is representative of the community it serves is no guarantee—but it would be a significant step to strengthen and improve public education in Chicago

Alternatives to closings...For me, one of the most interesting parts of the study, focused on the appointed board's disastrous closing of 50 neighborhood schools. The study points to significant attempts at reform before and after the 1995 take-over that might have posed an alternative to the closings, but were scuttled by the appointed board after Gates and the big Chicago foundations pulled their funding. Among those cited was the Chicago High School Redesign Initiative (CHSRI).
Before CPS embarked on a broad policy of closing neighborhood schools, the district embraced small high schools through CHSRI, creating 23 small, neighborhood high schools between 2002 and 2007. These were not special programs or selective enrollment but whole school initiatives. In August 2008, the Board ended the program with 17 of the original schools still in existence. Yet, a comprehensive 2010 report on CHSRI outcomes found that CHSRI schools offered a promising alternative for low-performing students in the city.
CHSRI was a promising initiative to improve educational opportunities and outcomes inneighborhood public schools open to all students. However, the Board dropped CHSRI and directed resources to closing neighborhood schools, expanding charters, and opening turnaround schools.
The UIC researchers conclude with a question: "The Board’s policies under mayoral control are so educationally insupportable that we are pressed to ask: Whose interests does the Board serve? The majority of CPS students, or political and financial interests?"

The question answers itself.

Tuesday, February 17, 2015

A week to go until election day. Rahm's kissing babies. Telling lies.

“As it relates to education, ‘Anybody but Rahm’ is the mantra I hear.” -- Rose Joshua, president of the NAACP’s Southside branch. 
Rahm is bombarding us every 15 minutes, it seems, with slick, expensive TV ads. What the hell, he's got $30+ million in his whore war chest. He's kissing babies, eating grits and enchiladas, and posing with the JRW Little League players every chance he gets. Problem is -- he can't seem to move the needle past 45% and he needs 50+ to avoid an embarrassing run-off. He's still the most hated man in Chicago and between the red-light cameras and the cavernous pot holes opening up again around the city, me and thousands of others are cursing the mayor's name with every bump.

Rahm's ads are now directed personally at Jesus "Chuy" Garcia who polls show is his strongest challenger. The ads are negative, horrific, filled with lies and deception. No surprise there. Smells like David Axelrod's work.

Chuy Garcia's campaign has countered with a good one, with two of my favorites, Prof. Timuel Black, 95, and Asean Johnson, 11-- discussing Rahm's school closures. Don't miss.

SYMBIOSIS -- People are still talking about Daley's endorsement. Everyone knows how much former Mayor Richie Daley and the Daley family despise Rahm, who has blamed all of his failed education and crime policies on his predecessor. But Chicago politics is a complex weave of interests. For a primer, take a look at Tim Novak's piece, "Daley nephew Patrick [Daley] Thompson — running for alderman — faces conflicts", in today's S-T. It helps explain the overlapping interests of the Daley family and Rahm's Democratic political machine.
Thompson recused himself from voting 10 more times last Nov. 6 — seven of those votes related to a $300 million deal involving Daley’s law firm, Katten Muchin, and financial behemoth Morgan Stanley, which Thompson’s cousin, William Daley Jr., works for as a lobbyist. The bonds — to pay for Deep Tunnel and other construction projects — were issued shortly before Christmas. Katten Muchin got paid $132,719. Morgan Stanley got $66,556.
Stephanie Simon's piece in today's POLITICO, "Education at heart of Chicago mayor's race", explains the high stakes involved in this election. It's not just about Chicago.

Simon says:
 But if Emanuel wins despite the unions’ best efforts, analysts say it would embolden other Democratic reformers to forge ahead with a controversial agenda that includes closing struggling neighborhood schools, expanding privately run charter schools and overhauling the teaching profession by repealing tenure, trimming benefits and paying teachers in part based on how well their students score on standardized tests.
Portions of this agenda are already being championed by high-profile Democrats including New York Gov. Andrew Cuomo, Connecticut Gov. Dannel Malloy — and, most notably, by Emanuel’s one-time boss in the White House, President Barack Obama. But the reform camp predicts more mayors, in particular, will be willing to jump into the fray if Emanuel proves that a big-city Democrat can defy the teachers union, anger a whole lot of black and Hispanic parents — and still pull off a win against liberal rivals in his own party.

Monday, February 16, 2015


He's running to avoid the national political embarrassment that would result if he's unable to secure a majority and finds himself in an April 7 runoff election. -- Bill Ruthhart Chicago Tribune

Rahm cheerleader, Ald. Carrie Austin
"Let me say that again. Y'all ain't clapping!" -- Tribune
Paul Begala
Being mayor is “why God made” Rahm Emanuel. -- Sun-Times 
Indiana Rep. Clyde Kersey
“We’re actually taking money from one public school system and giving it to another so that is a real problem. Last year was the first year to use the A-F evaluation system for public schools, and 6 out of the 10 charter schools were D and F." -- WTHI Terra Haute
New York Times Editorial
Anti-unionism, which has become increasingly entrenched in recent decades, correlates with stagnating and declining wages. As unions have been harmed, not only by market forces but by policies that deliberately weaken them, income has flowed increasingly to those at the top of the economic ladder rather than to workers. -- A War on Workers in Illinois
David Sirota

Saturday, February 14, 2015

Researchers Call For an End To Test-based Reforms

Open Letter to Congress and the Obama Administration from Educational Researchers Nationwide

Dear Members of Congress and the Obama Administration:

We are researchers and professors in colleges, universities, and other research institutions throughout the United States with scholarly and practical expertise in public education, including education policy, school reform, teaching and learning, assessment, and educational equity. As Congress revises and reauthorizes the Elementary and Secondary Education Act, we strongly urge departing from test-focused reforms that not only have been discredited for high-stakes decisions, but also have shown to widen, not close, gaps and inequities. The current reauthorization provides an historic opportunity to leverage federal resources to address the deeper and more systemic problems with strategies that research has compellingly demonstrated to be far more effective in improving the educational opportunities and success of all students, particularly those in highest need. Specifically, we write to endorse the concerns, analyses, and recommendations in the recently released policy memo from the National Education Policy Center, “Reauthorization of the Elementary and Secondary Education Act: Time to Move Beyond Test-focused Policies,” which is available online at

The following researchers endorse the NEPC memo, as of February 14, 2015. Affiliations are listed for identification purposes only.

Contact Person: Kevin Kumashiro, Dean, University of San Francisco School of Education,

Adriana Tapanes, Professor, Harold Washington College-City Colleges of Chicago

Aimee LaPointe Terosky, Faculty, Saint Joseph's University

Al Schademan, Associate Professor, CSU Chico

Alan Singer, Faculty, Hofstra University

Alan W. Garrett, Faculty, Eastern New Mexico University

Alan Young, Resource Teacher/Project Manager-JCPS Educator Growth System, Jefferson County Public Schools/Jefferson County Teachers Association (KY)

Alberto Lopez-Carrasquillo, Associate Professor and Associate Dean, Northeastern Illinois University

Alex Molnar, Research Professor, University of Colorado Boulder

Alicia A Bower, Graduate Student/Assistant, University of Nebraska at Omaha

Alisa Leckie, Assistant Professor, Georgia Southern University

Alyson Martin, Assistant Professor Special Education, Fairfield University

Alyssa Dunn, Assistant Professor, Michigan State University

Amanda Moreno, Assistant Professor, Erikson Institute

Amy Boelé, Assistant Professor, University of Colorado Denver

Amy Brown, Ph.D., Faculty, University of Pennsylvania Critical Writing Program

Amy Frederick, Assistant Professor, University of Wisconsin River Falls

Amy Levin, Professor, California State University, Northridge

Amy Millikan, Director of Clinical Education, San Francisco Teacher Residency

Anaida Colon-Muniz, Associate Professor, Chapman University

Andrea Gelfuso, Faculty Researcher, University of Central Florida

Andrea Hyde, Associate Professor, Western Illinois University

Andrea Word, Faculty, The University of Alabama in Huntsville

Anita Fernández, Faculty/Director, Prescott College

Anita S. Charles, Dir of Teacher Education, Bates College

Ann Bracken, Lecturer, University of Maryland

Ann Mogush Mason, Assistant Professor, University of Wisconsin, River Falls

Ann Schulte, Professor, California State University, Chico

Anna Lou Herzer, Independent Researcher, None - Independent

Anna O. Graeber, Faculty/Associate Professor Emeriti, University of Maryland

Anna O. Soter, Professor Emerita, The Ohio State University

Anne E Campbell, Associate Dean and Director TESOL and Bilingual Education Programs, Fairfield University

Annette M. Daoud, Professor, California State University, San Marcos

Annie Adamian, Adjunct Faculty, CSU-Chico

Anthony Costa, Director of Field Experiences, Fairfield University

Anthony J. Moss, Researcher / Data Analyst, Kansas State Dept. of Education

Anthony Kenneth Tufie Francis, Assistant Professor of Teacher Development, Oakland University, Rochester, Michigan

Antonette Aragon, Associate Professor, Colorado State University

Arnold Danzig, Professor, San Jose State University

Arshad I. Ali, Assistant Professor, George Washington University

Aryn Kruse, Faculty, Simpson College

Barbara Adams, Assistant Professor, University of Alaska Fairbanks

Barbara Ferman, Professor of Political Science, Temple University

Barbara Garii, Dean, CEIT, LIU-Post

Barbara McClanahan, Associate Professor, Southeastern Oklahoma State University

Barbara Morgan-Fleming, Professor, College of Education, Texas Tech University

Barbara Torre Veltri, Associate Professor, Northern Arizona University

Beatriz Quintos, Clinical Assistant Professor, University of Maryland

Benjamin C. Herman, Assistant Professor of Science Education, University of South Florida

Beth Graue, Sorenson Professor of Childhood Studies, University of Wisconsin Madison

Beth Nason Quick, Dean, College of Education, University of Alabama in Huntsville

Betsy Gilliland, Assistant Professor, University of Hawaiʻi Mānoa

Bette J. Shellhorn, Associate Professor, Eastern Michigan University

Bettina Mileur, Teacher/Researcher, UAA

Bill Rosenthal, Associate Professor, LaGuardia Community College, CUNY

Brad Alan Biggs, Assistant Professor, California State University Fullerton

Bradley Porfilio, Associate Professor, California State University, East Bay

Brandelyn Tosolt, Associate Professor, Northern Kentucky University

Brandon S. Diamond, Visiting Assistant Professor, University of Miami

Bree Picower, Faculty, Montclair State University

Brian D. Schultz, Professor and Chair, Northeastern Illinois University

Brian Dotts, Associate Clinical Professor, University of Georgia

Brian Horn, Assistant Professor, Illinois State University

Bruce J. Biddle, Professor Emeritus, University of Missouri

Bruce Marlowe, Professor of Educational Psychology and Special Education, Roger Williams University

Bryan Ripley Crandall, Assistant Professor, Director of Connecticut Writing Project-Fairfield, Fairfield University

Bryan, Faculty, Portland State University

Burcu Ates, Faculty, Sam Houston State University

C.J. Pascoe, Assistant Professor, University of Oregon

Candice Dawson, Chief Executive Officer, dreaM Endlessly Consulting

Carie Green, Assistant Professor, University of Alaska Fairbanks

Carol Burris, Principal and NEPC Fellow, South Side High School

Carol Caref, Researcher, Chicago Teachers Union

Carol M. Pate, Ed.D., Faculty researcher, La Salle University

Carolina Napp-Avelli, Clinical faculty, University of Maryland

Carolyn Walker Hitchens, Associate Professor, Ball State University

Carolyne J. White, Professor, Rutgers University-Newark

Carrie Anna Courtad, Assistant Professor, Illinois State University

Carrie Semmelroth, Lecturer, Boise State University

Casey D. Cobb, Associate Dean, Neag School of Education

Cassondra Gendron, Adjunct Faculty, Supplemental Instruction Coordinator, Westfield State University

Catherine Lugg, Professor, Rutgers University

Catherine M. Koehler, Faculty, Southern Connecticut State University

Cathy Coulter, Associate Professor, University of Alaska Anchorage

Charles Timothy Dickel, EdD, Professor of Education (Counseling and Educational Psychology), Creighton University

Chela Delgad PhD, Coliseum College Prep Academy

Cheryl E. Matias, Assistant Professor, University of Colorado Denver

Christian Rewoldt, Ph.D. Candidate, Educational Policy and Leadership Studies, University of Texas at Arlington

Christian Z. Goering, Faculty, University of Arkansas

Christine Irujo, Associate Professor, Westfield State University

Christine Nganga, Assistant Professor, South Dakota State University

Christine Purkiss, Associate Professor of Teacher Education, Angelo State University

Christine Sleeter, Professor Emerita, California State University Monterey Bay

Christine von Renesse, Faculty (Associate Professor), Westfield State University

Christopher Bjork, Professor, Vassar College

Christopher Buttimer, doctoral student/researcher/instructor, Harvard Graduate School of Education

Christopher C. Martell, Clinical Assistant Professor, Boston University

Christopher P. Brown, Associate Professor, The University of Texas at Austin

Christopher Tienken, Faculty, Seton Hall University

Cindy Cruz, Faculty, UC Santa Cruz

Cindy Lutenbacher, Associate Professor of English, Morehouse College

Claire Fontaine, Adjunct Faculty, Long Island University

Colette N. Cann, Assistant Professor, Vassar College

Colette, Faculty, San Jose State University

Colleen M. Fairbanks, Professor, University of North Carolina at Greensboro

Connie North, Counselor, University of Wisconsin-Madison

Cristen Jenkins, Faculty, Northeastern Illinois University

Cristian Aquino-Sterling, Assistant Professor, School of Education - San Diego State University

Cynthia L. Carver, Associate Professor, Oakland University

Cynthia Lewis, Professor of Curriculum and Instruction, College of Education and Human Development, University of Minnesota

Dan Clawson, Professor of Sociology, University of Massachusetts, Amherst

Dan Hanley, Educational Researcher/Evaluator, Western Washington University

Dana A. Robertson, Assistant Professor, University of Wyoming

Dana Wright, Assistant Professor, Connecticut College

Daniel Glisczinski, Associate Professor, University of Minnesota Duluth

Daniel Meier, Professor, San Francisco State University

Daniel R. Hittleman, Professor Emeritus of Literacy Education, The City University of New York/Queens

Darlene Yee-Melichar, Professor, Gerontology, San Francisco State University

Darrell C. Hucks, Assistant Professor, Keene State College

Dave F. Brown, Ed. D., Educational Researcher, West Chester University, PA

David A. Raker, Ed.D, Professor of Education, Westfield State University

David F. Hemphill, Professor of Education, San Francisco State University

David Goodwin, Associate Professor, Missouri State University

David Gray Matthews, Assistant Professor, University of Memphis

David Kopperud, Education Programs Consultant, California Association of Supervisors of Child Welfare and Attendance

David Meens, Ph.D. Candidate and Instructor, University of Colorado Boulder

David R. Stronck, Professor, California State University, East Bay

David Schaafsma, Professor of English, University of Illinois at Chicago

David Spring M. Ed., Educational Researcher, Formerly University of Washington

David Stovall, Associate Professor, University of Illinois at Chicago

David V. Madrigal, Supervisor, Teacher Ed., California State University, East Bay

Dawn Hunter, Professor, Director of Ph.D. Program, Chapman University

Debbie Sonu, Assistant Professor, Hunter College, CUNY

Deborah A. Brown Ed. D., Clinical Assistant Professor, University of Arkansas

Deborah Amchin, Doctoral Student/Researcher, University of the Cumberlands

Deborah L. Garvey, Treasurer & Director, Friends of African Village Libraries

Deborah L. Hanuscin, Associate Professor, University of Missouri

Deborah Lutz Associate Professor, Long Island University, C.W. Post

Deborah Walker, Grant Manager, Georgia Southern University

Denise Fleming, Professor, California State University, East Bay

Denise Oen, Clinical Assistant Professor, University of Georgia

Derrick Mears, Ed.S. Program Coordinator/Clinical Associate Professor of Curriculum and Instruction/Educational Technology, University of Arkansas

Diane Horwitz, Coordinator Education Forums, DePaul University

Diane Ketelle, Professor of Education, Mills College

Dianne R. Layden, Retired Faculty, Central New Mexico Community College

Don Zancanella, Professor, University of New Mexico

Doris A Santoro, Associate Professor, Bowdoin College

Doug Holton, Associate Director, Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University

Douglas Cosr, Researcher, University of Alaska Fairbanks

Douglas Kaufman, Associate Professor, University of Connecticut

Douglas Larkin, Assistant Professor, Montclair State University, New Jersey

Dr. Arnold Dodge, Associate Professor/Chair, Long Island University/C.W. Post Campus

Dr. Kevin J. Miller, Professor, Chair of Exceptional Education Dept.,SUNY - Buffalo State

Dr. Randal M. Ernst, Curriculum Specialist, Lincoln Public Schools (NE)

Dr. Sandra Howard, Associate Professor, Keene State College

E. Wayne Ross, Professor, University of British Columbia

Edmund C. Short, Associate Faculty, University of Central Florida College of Education and Human Performance

Edward Haertel, Professor Emeritus, Stanford University

Elaine Mo, Assistant Professor, University of the Pacific

Elaine Pierce Chakonas, Associate Professor, Northeastern Illinois University

Elaine Radmer, Assistant Professor, Gonzaga University

Elizabeth A. St.Pierre , Professor, University of Georgia

Elizabeth Brockman, English Professor, Central Michigan University

Elizabeth DeMulder, Faculty, College of Education and Human Development/George Mason University

Elizabeth H. DeBray, Faculty, University of Georgia

Elizabeth J. Meyer, Assistant Professor, California Polytechnic State University

Elizabeth Kean, Professor Emerita, California State University, Sacramento

Elizabeth V Moore, Associate Professor of Practice, Northern Arizona University

Emilie Berruezo Rodger, Associate Professor, Northern Arizona University

Encarna Rodriguez, Faculty, Saint Joseph's Unversity

Eric Engdahl, Faculty/Chair, California State University, East Bay

Eric Freeman, Faculty, Wichita State University

Eric Milou, Faculty, Professor of Mathematics, Rowan University

Erica Hernandez-Scott, Associate Teaching Professor, University of Missouri-Kansas City

Erica Meiners, Professor, Northeastern Illinois University

Erik Jacobson, Associate Professor, Montclair State University

Erin Hurt, Assistant Professor, West Chester University

Erin McCloskey, Chair, Associate Professor of Education, Vassar College

Erin McNamara Horvat, Associate Professor, Temple University

Erin Ramos, Educator & Advocate, Good Shepherd Services, NYC

Ernest Rose, Professor, Loyola Marymount University

Ethan Margolis, Director of Education Leadership, University of Bridgeport

Eunsook Hong, Professor, College of Education, University of Nevada, Las Vegas

Eva Travers, Prof. Emerita, Swarthmore College

Evan Sterling, Researcher, University of Alaska Fairbanks

Eve Tuck, Associate Professor of Educational Foundations, State University of New York at New Paltz

Faith Boninger, Researcher, University of Colorado Boulder

Federico R. Waitoller, Assistant Professor, University of Illinois at Chicago

Florence R. Sullivan, Faculty, University of Massachusetts, Amherst

Forrest W. Parkay, Professor, Educational Leadership, Washington State University

Frances Julia Riemer, Professor, Northern Arizona University

Francine Hultgren, Professor and Chair, University of Maryland

Francisco Rios, Dean, Western Washington University

Frank Adamson, Senior Policy and Research Analyst, Stanford Center for Opportunity Policy in Education

Frank Bernt, Professor, Saint Joseph's University

Frank Goeddeke, Jr., Adjunct Assistant Professor, Embry-Riddle Aeronautical University

Frank M Bernt, Professor and Chair, Teacher Education Department, Saint Joseph's University

Gail Sunderman, Senior Research Scientist, College of Education, University of Maryland

Gary Galluzzo, Professor, George Mason University

Gary Troia, Associate Professor, Michigan State University

Gayle Andrews, Professor, University of Georgia

Gene V Glass, Researcher, Arizona State University

George Lipsitz, Faculty, University of California, Santa Barbara

George Yonge, Professor emeritus, University of California @ Davis

Gil Naizer, Professor, Texas A&M University-Commerce

Gilda Bloom-Leiva, Professor, San Francisco State University

Giselle Abed, Associate Director, Career Center, Westfield State University

Glen I. Earthman, Professor Emeritus - Educational Leadership, Virginia Tech

Grace Maes, Lecturer Teacher Education, CSU EASTBAY

Graciela Slesaransky-Poe, Professor and Dean, Arcadia University

Gregory J. Marchant, Professor of Educational Psychology, Ball State University

Grisel Y. Acosta, Assistant Professor, Bronx Community College-City University of New York

Gustavo E. Fischman, Professor, Arizona State University

Guy Senese, Professor, Northern Arizona University

Hans Brügelmann, Professor, University of Siegen/ Germany

Heather Hickman, Adjunct Faculty, Lewis University

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Heidi Stevenson, Associate Professor , University of the Pacific

Heinz-Dieter Meyer, Associate Professor, SUNY Albany

Helen Berg, Faculty, Sam Houston State University

Ingrid Seyer-Ochi, Faculty, Mills College, School of Education


Isabel Nunez, Faculty, University of San Francisco

Jaekyung Lee, The Graduate School of Education, The University at Buffalo, SUNY

James Bucky Carter, Ph.D., Independent Scholar, Formerly of Washington State University, Pullman, and the University of Texas at El Paso Dean, The Graduate School of Education, The University at Buffalo, SUNY

James H. Nehring, Associate Professor, University of Massachusetts Lowell

James MaKinster, Professor of Education, Hobart and William Smith Colleges

James Martinez, Faculty/Assistant Professor, Valdosta State University

James P. Burns, Assistant Professor, South Dakota State University

James R. King, Faculty, University of South Florida

James S. Cruz, Researcher/ Practitioner, CSU East Bay

Jamie B. Lewiz, Assistant Professor, Georgia Gwinnett College

Jan Nespor, Professor, The Ohio State University

Jane C. Chauvin, Professor, Loyola University New Orleans

Jane M. Gangi, PhD, Associate Professor, Mount Saint Mary College

Jane Piirto, Trustees, Distinguished Professor, Ashland University

Janelle Scott, Associate Professor, UC Berkeley

Janet E. Helms, Augustus Long Professor, Institute for the Study & Promotion of Race and Culture at Boston College

Janet Isbell, Assistant Professor, Tennessee Technological University

Janet L Miller, Professor, Teachers College, Columbia University

Janice Koch, Professor Emerita/ Researcher, Hofstra University

Janine Dahms Walker, Associate Professor

Jason Fitzgerald, Assistant Professor, Wagner College

Jason L. Endacott, Assistant Profesdor, University of Arkansas

Jeanne Henry, Associate Professor, Hofstra University

Jeannie Oakes, Presidential Professor Emeritus, UCLA

Jennifer Barrett-Tatum, Assistant professor, College of Charleston

Jennifer Edstrom, Field Supervisor University of San Diego

Jennifer Oloff-Lewis, Assistant Professor, CSU, Chico

Jeong-eun Rhee, Faculty, Long Island University, Post

Jeong-Hee Kim, Associate Professor, Kansas State University

Jerry Page Becker, Professor, Southern Illinois University

Jerry Rosiek, Associate Professor, University of Oregon

Jerusha Conner, Associate Professor, Villanova University

Jesse Wilcox, Assistant Professor, Grand View University

Jessica Bacon, Assistant Professor, Lehman College, CUNY

Jessica H. Stubbs, Ph.D., Resource Helping Teacher, St. Tammany Parish Public Schools, USM grad

Jessie B. Ramey, Visiting Scholar, University of Pittsburgh

Jill Klefstad, Faculty, University of Wisconsin-Stout

Jim La Prad, Associate Professor, Philosophical and Social Foundations of Education, Western Illinois University

Joan C. Grim, Lecturer, University of TN, Knoxville

Joan T. Wynne, Faculty/Program Leader Urban Education, Florida International University

Joanne Healy, Asssistant Professor of Special Education, University of Alaska Fairbanks

Joanne Olson, Director, Center for Excellence in Science, Mathematics, & Engineering Education, Iowa State University

Joe Bishop, Professor, Eastern Michigan University

John E. McEneane, Professor, Oakland University

John Kohl, Retired Prof and Dean Emeritus, Montana State University

John Lutz, Associate Professor and Chair of English, Long Island University, Post Campus

John M. Davis, Ph.D., Chair, Educational Psychology, CSU East Bay

John R. Staver, Professor of Science Education and Chemistry, Purdue University

John Wesley White, Associate Professor, University of North Florida

Joi Spencer, Associate Professor, University of San Diego

Jose M. Cobos, Faculty, James Logan H.S.

José Paez, Full Time Lecturer, California State University, Northridge

Joseph J. Ferrare, Assistant Professor, University of Kentucky

Joseph Levine, Professor of Philosophy, University of Massachusetts Amherst

Joseph Sanacore, Professor, Long Island University

Joyce Strand, Faculty, University of Minnesota Duluth

Judith A. Gouwens, Professor of Elementary Education, Roosevelt University

Judith Brooks-Buck, PhD, Professor, Virginia State University

Judith Calhoon, Associate Professor, College of Education, University of New Mexico

Judith Reed, Ed.D., Associate Professor of Education, Keene State College

Judy Helfand, Instructor of Humanities, Santa Rosa Junior College

Julia Sass Rubin, Associate Professor, Edward J. Bloustein School of Planning and Public Policy, Rutgers University

Julian F. Fleron, Professor of Mathematics, Westfield State University

Julian Vasquez Heilig, Professor, California State University Sacramento

Julie F. Mead, Professor, University of Wisconsin-Madison

Julie Gorlewski, Assistant Professor, SUNY New Paltz

Julie Westerlund, Associate Professor, Texas State University

Julie, Associate Professor of Practice, Mills College

June M. Robinson, Director of Special Education programs, University of St. Francis

Kaia Tollefson, PhD, Associate Professor of Education, California State University Channel Islands

Kara Mitchell Viesca, Faculty, University of Colorado Denver

Karen Cadiero-Kaplan, Professor, San Diego State University

Karen DeMoss, Faculty, Wagner College

Karen Kusiak, Faculty-Education Program, Colby College

Karen M. Wieland, Assistant Professor, Graduate Literacy Education, St. Bonaventure University

Karl Lashley, Faculty, UNC Greensboro

Karl Wheatley, Associate Professor, Cleveland State University

Kate Bielaczyc, Associate Professor, Clark University

Katherine Bertolini, Faculty-Assistant Professor, South Dakota State University

Katherine Ryan, Professor Emerita, University of Illinois at Urbana

Katherine Schultz, Dean, Mills College, School of Education

Kathleen A. Gormley, Professor, The Sage Colleges

Kathleen Crawford, Faculty, Georgia Southern University

Kathleen D. Rowlands, Professor, California State University, Northridge

Kathleen Dunn, Professor Emerita and a current school board member, Simmons College

Kathleen McInerney, Associate Professor, Saint Xavier University

Kathleen Nolan, Lecturer, Princeton University

Kathleen Riley, Faculty, West Chester University of Pennsylvania

Kathleen Scott, Adjunct Faculty, Ashland University

Kathleen Wagner, Assistant Professor, Eastern New Mexico University

Kathy Escamilla, Professor, University of Colorado, Boulder

Kathy M. Newman, Associate Professor of English, Carnegie Mellon University

Katie Brkich, Assistant Professor of Early Childhood Education, Georgia Southern University

Katie Zahedi, Assistant Professor, State University of New York, New Paltz

Katya Aguilar, Associate Professor, San Jose State University

Kay Ann Taylor, Associate Professor, Kansas State University

Kay Hutchins Sato, Assistant Provost, LIU Post

Keith Adolphson, Associate Professor, Eastern Washington University

Kelly Mogiefsky, Instructor, University Supervisor, California State University, East Bay

Kenneth Haar, Associate Professor, Westfield State University

Kenneth Jerich, Professor Emeritus, Illinois State University School of Teaching and Learning, College of Education, Illinois State University

Kerry Enright, Associate Professor, University of California, Davis

Kerry Kretchmar, Assistant Professor of Education, Carroll University

Kevin Brady, Lecturer (retired), Univ. of New Mexico

Kevin Brown, Richard S Melvin Professor, Indiana University Maurer School of Law

Kevin D. Finson, Faculty, Bradley University

Kevin Gary, Associate Professor, Valparaiso University

Kevin Welner, Faculty, University of Colorado Boulder

Kimberly E. Lewinski, Assistant Professor, La Salle University

Kimberly Kopfman, Researcher, George Mason University

Kris, Director of Assessment, USF College of Education

Kristien Zenkov, Associate Professor, George Mason University

Kurt Killion, Professor, Mathematics Education, Missouri State University

Kyounghee Seo, St. Cloud State University

Lacey Peters, Assistant Professor, Hunter College, CUNY

Laura Ramirez, Faculty, Concordia University

Laurel Puchner, Professor, Southern Illinois University Edwardsville

Lauren Anderson, Assistant Professor, Connecticut College

Lauren Gatti, Assistant Professor, University of Nebraska

Lauren Madden, Ph.D., Assistant Professor, The College of New Jersey

Laurence Parker, Faculty, University of Utah

Lawrence Baines, Associate Dean for Graduate Studies and Research, University of Oklahoma

Lawrence Blum, Distinguished Professor of Liberal Arts and Education, University of Massachusetts Boston

Lee Anne Bell, Professor, Barnard College

Leigh Patel, Associate Professor, Boston College

Leslie P. Steffe, Research Professor, University of Georgia

Leslie Rebecca Bloom, Faculty, Roosevelt University

Lettie Ramirez, Faculty, CSU East Bay

Linda Bynoe, Faculty, California State University, Monterey By

Linda M Espinosa, Professor, University of Missouri-Columbia

Linda Valli, Faculty, University of Maryland

Lindsay Portnoy, Assistant Professor, Hunter College, CUNY, NYC

Ling Liang, Associate Professor, La Salle University

Lisa A. Escarcega, Chief Accountability/Research Officer, Aurora Public Schools

Lisa Edstrom, Faculty, Barnard College

Lisa M. Jones, Ph.D., Program Evaluator, Aurora Public Schools

Lisa Martin-Hansen, Professor, Science Education, California State University, Long Beach

Lisa Zagumny, Associate dean, College of Education, Tennessee Technological University

Lloyd Komatsu, Assessment and Evaluation Coordinator, Forest Lake Area Schools

Lorena Guillen, Instructor, University of Washington

Lucia Figueras, Math Content Specialist, NYC Department of Education

Luis O.Reyes, Research Associate, Center for Puerto Rican Studies, Hunter College, CUNY

Lunetta Williams, Associate Professor, University of North Florida

Luz A. Murillo, Associate Professor, University of Illinois Urbana-Champaign

Lynn Gatto, Professor/Director of Elementary Education, Warner School/University of Rochester

Lynne E. Houtz, MS, PhD, Professor, Creighton University, Education Department

M Bruce King, Faculty Associate, University of Wisconsin-Madison

M Cecil Smith, Professor of Learning Sciences & Human Development, West Virginia University

M. Najeeb Shafiq, Associate Professor, University of Pittsburgh

Magali Sarfatti Larson, Professor Emerita, Temple University

Maika Watanabe, Associate Professor, San Francisco State University

Makeba Jones, Faculty and researcher, UC San Diego

Makenzie Selland, Assistant Professor, Utah Valley University

Marc A. Markell, Professor, St. Cloud State University

Marcia B. Imbeau, Professor, Department of Curriculum and Instruction, University of Arkansas

Marco Gemignani, Associate Professor, Duquesne University

Marcus B. Weaver-Hightower, Professor and Chair, Educational Foundations and Research, University of North Dakota

Mardi Schmeichel, Assistant Professor, University of Georgia

Margaret Austin Smith, Instructor, University of Maryland

Margaret Gail Shroyer, Professor, College of Education, Kansas State University

Margaret Sauceda Curwen, Assistant Professor, Chapman University

Margaret Walker, Faculty, University of MD

Margo Dichtelmiller, Professor, Eastern Michigan University

Maria Hantzopoulos, Assistant Professor, Vassar College

Maria Isabel Quita, Professor, San Francisco State University

Maria José Botelho, Associate Professor, University of Massachusetts Amherst

Mariana Souto-Manning, Associate Professor, Teachers College, Columbia University

Marilyn Cochran-Smith, Cawthorne Professor of Teacher education for Urban Schools, Boston College

Marilyn Grave, Associate Professor, Teacher Education, University of Minnesota Crookston Professor, Director of Ph.D. Program, Chapman University

Mark Nagasawa, Assistant Professor, Erikson Institute

Mark Stern, Assistant Professor, Department of Educational Studies, Colgate University

Marla King Robertson, Researcher, University of North Texas

Martina Nieswandt, Associate Professor, University of Massachusetts Amherst

Marvin Lynn, Dean, School of Education, Indiana University South Bend

Mary Ann Wallace, Assistant Professor, Secondary Education, McNeese State University

Mary Beth Noll, Professor, St. Cloud State University

Mary DeKonty Applegate, Professor and Researcher, St. Joseph's University

Mary Guay, Clinical Assistant Professor, University of Georgia

Mary Inglis Burke Givens, Faculty, The University of Alabama

Mary Yee Ed.d, Candidate and Research Assistant, University of Pennsylvania Graduate School of Education

Marya Levenson, Professor of the Practice in Education, Brandeis University

Máté Wierdl, Faculty, University of Memphis

Maureen P Hogan, Associate Professor, University of Alaska Fairbanks

Meg Callahan-Steckley, Associate Professor, Nazareth College

Meg J. Petersen, Professor, Plymouth State University

Megan Hopkins, Assistant Professor, Pennsylvania State University

Mel Freilicher, Lecturer, University of California San Diego

Meredith Mountford, Professor/Director, UCEA Center for Research on District Governance, Florida Atlantic University

Merril Simon, Faculty, California State Univ., Northridge

Meta Van Sickle, Professor, College of Charleston

Michael Hass, Professor, Chapman University

Michael J. Carter, Assistant Professor, California State University, Northridge

Michael K. Barbour, Director of Doctoral Studies, Sacred Heart University

Michael Klonsky, Faculty, DePaul University

Michael McVey, Associate Professor, Eastern Michigan University

Michael P. Clough, Professor of Science Education, Iowa State University

Michael Svec, Associate Professor, Furman University

Michele Dornisch, Associate Professor, Long Island University

Michele S. Moses, Faculty, University of Colorado Boulder

Michelle Jewett, Faculty, Central NM Community College

Michelle Proctor, Department Chair – Education, The College of Lake County

Michelle Reidel, Associate Professor of Social Studies Education

Michelle Renee, Associate Director/Adjunct Assistant Professor, Annenberg Institute for School Reform Brown University , Georgia Southern University

Miguel Zavala, Assistant Professor, California State University, Fullerton, Graduate School of Education & Information Studies, UCLA

Mindy Legard Larson, Associate Professor of Education, Linfield College

Mitchell J. Chang, Professor, UCLA

Monica Taylor, Associate Professor, Montclair State University

Moreen Carvan, Director of Assurance for Learning (Admin), Marian University Wisconsin

Morgan V Lewis, Research Scientist, Retired, Ohio State University

Morna McDermott, Professor, Towson University

Nancy Dulberg, Professor of Education, Saint Mary's College of California

Nancy Flanagan Knapp, Associate Professor, University of Georgia, College of Education

Nancy Frye, Professor, Long Island University, Post

Nancy S. Niemi, Professor and Chair, University of New Haven

Natalia Smirnov, Doctoral Student/Researcher, Northwestern University

Nathan Snaza, Faculty in English; Education and Society; Women, Gender, and Sexuality Studies, University of Richmond

Nathan Taylor, Assistant Professor, Robert Morris University

Nelly Stromquist, Professor, University of Maryland

Nelson Flores, Assistant, Professor, University of Pennsylvania

Nicholas D. Hartlep, Assistant Professor of Educational Foundations, Illinois State University

Nikola Hobbel, Associate Professor, English Education, Humboldt State University, California

Nikole Richardson, Assistant Professor, Mills College

Noah A. Rubin, Director of Elementary Education, Wellesley College

Nora Hyland, Associate Professor, Rutgers, The State University of New Jersey

Norman A Stahl, Professor Emeritus, Northern Illinois University

Patriann Smith, Faculty Researcher, University of Illinois Urbana Champaign

Patricia A. Whang, Professor, CSU Monterey Bay

Patricia A. Woodward-Young, Professor, Simpson College

Patricia Burch, Associate Professor, University of Southern California Rossier School of Education

Patricia Donohue, Assistant Professor and Researcher, San Francisco State University

Patricia H. Hinchey, Professor of Education, Penn State

Patricia Irvine, Associate Dean, San Francisco State University

Patricia McGuire, President, Trinity Washington University

Patricia Morrell, Professor, University of Portland

Patricia Stall, Professor, California State University San Marcos

Patrick Henry Smith, Associate Professor Bilingual Education and Literacy, University of Illinois at Urbana-Champaign

Patrick McQuillan, Associate Professor, Lynch School of Education, Boston College

Patrick Pritchett, Visiting Assistant Professor, Amherst College

Paul C. Gorski, Associate Professor, George Mason University

Paul L. Thomas, Associate Professor, Faculty Director First Year Seminars, Furman University

Paul Tractenberg, Board of Governors Public Service Professor of Law, Director, Institute on Education Law & Policy, Rutgers University-Newark

Penelope Earley, Professor, Education Policy, George Mason University

Pete Farruggio, Associate Professor, Bilingual Education

Peter C. Cormas, Assistant Professor, California University of Pennsylvania

Peter Jones, Director, Institutional Effectiveness, California Institute of Integral Studies, University of Texas Pan American

Peter McLaren, Distinguished Professor in Critical Studies, Chapman University

Peter Pereira, Professor Emeritus, DePaul University

Peter Smagorinsky, Distinguished Research Professor, The University of Georgia

Peter Taubman, Faculty, Brooklyn College

Phil Smith, Professor of Special Education, Eastern Michigan University

Philip E. Kovacs, Associate Professor, University of Alabama in Huntsville

Philip P. Patterson, Ph.D., Associate Professor of Special Education, University of Alaska Fairbanks

Philip Ross, EdD/Faculty administrator, Southeast Community College


Phyllis Fernlund, Professor, California State University Chico

Pradeep M. Dass, Director, Center for Science Teaching and Learning, Northern Arizona University

Preston D. Feden, Faculty, LaSalle University

Priscilla Sanville, Associate Professor, Lesley University

R. Clarke Fowler, Professor and Chair, Salem State University

Rachel Lambert, Assistant Professor, College of Educational Studies, Chapman University

Rafael Gomez, Independent Researcher, Family & Education Research on Achievement

Raymond R. Isola, Ed.D, Retired Principal, Independent Writer & Researcher, San Francisco Unified School District

Rebecca A. Goldstein, Associate Professor of Secondary and Special Education, Montclair State University

Rebecca Crawford, Educator, Indiana University

Rebecca T. Barber, Faculty Associate, Arizona State University

Regina Figueiredo-Brown, Assistant Professor, East Carolina University

Rhea Settles, Ed.D, Clinical Faculty, California State University, East Bay

Ricardo D. Rosa, Assistant Professor, University of Massachusetts-Dartmouth

Richard L. Allington, Professor of Literacy Studies, University of Tennessee

Richard R. Valencia, Faculty, University of Texas at Austin

Richard Strot, Faculty, Baylor University

Rob Erwin, Associate Professor, College of Education, Niagara University

Rob Linne, Professor, Adelphi University

Robert A. Domingo, Associate Professor; Chair, LIU / Post Campus

Robert A. Wiggins, Professor, Oakland University

Robert Ceglie, Assistant Professor, Queens University of Charlotte

Robert D Hannafin, Dean, Graduate School of Education and Allied Professions, Fairfield University

Robert L Jarvis, Ph.D., Administrator, University of Pennsylvania

Robert L. Blomeyer, Jr. Ph.D., Retired Ed. Researcher & Teacher Educator, Senior Research Associate @ NCREL

Robert M Gray, PhD, Faculty/Administrator, University of South Alabama

Robert McEntarffer, Assessment/Evaluation Specialist, Lincoln Public Schools

Roberta Ahlquist, Professor, Faculty, San Jose State University

Roberta Levitt, PhD, Associate Professor, LIU Post

Robin Marion, Faculty, Westfield State University

Robin R. Jones, Retired Faculty, University of South Florida

Rose Marie Codling, Faculty, College of Southern Maryland

Rosemarie Michaels, Assistant professor, chair of Elementary Teacher Preparation, Dominican University of California

Roxana Marachi, Associate Professor of Education, San Jose State University

Ruchi Agarwal- Rangnath, Adjunct Professor, San Francisco State University

Ruth Burkett, Associate Professor of Science Education, University of Central Missouri

Ruth Kermish-Allen, Executive Director, Maine Mathematics and Science Alliance

Ruth Powers Silverberg, Faculty, City University of New York College of Staten Island

Ruthann Kurth-Schai, Professor & Chair, Educational Studies, Macalester College

S. Maxwell Hines, Ph.D., Professor of Education, Winston-Salem State University

Samantha Frizzell, Faculty, Westfield State University

Samuel D. Rocha, Faculty, University of British Columbia

Sandra Mathison, Professor, University of British Columbia

Sandra Torrence, Faculty, Westfield State University

Sandy Grande, Chair, Associate Professor, Connecticut College

Sara Miller, Assistant Professor, Longwood University

Sarah Hochstetler, Assistant Professor of English Education, Illinois State University

Sarah Kondratuk, Assistant Professor, Northern Arizona University

Sarah La Belle, Staff/Student, University of Alaska Fairbanks

Scott L. Kight, Associate Professor of Biology, Montclair State University

Sergio M. Pesqueira Jr., Assistant Director, Department of Educational Leadership, Loyola Marymount University

Seth A. Parsons, Associate Professor, George Mason University

Seung Lee, Professor of Art, Long Island University

Sharon Dole, Faculty/Professor, Western Carolina University

Sharon Merritt, Asst. Professor, Director, Master of Arts in Teaching, Fresno Pacific University

Shawgi Tell, Associate Professor of Education, Nazareth College

Sheri Leafgren, Associate Professor/Teacher Education, Miami University

Sherry Sanden, Assistant Professor, Illinois State University

Shirin Vossoughi, Assistant Professor, Northwestern University

Siddharth Lodaya, Admin Asst, Westfield State University

Skyler Wiseman, Faculty, Washington University in St Louis

Sonia M. Rosen, Faculty, Arcadia University School of Education

Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst

Soonhyang Kim, Assistant Professor, Pace University

Sophia Tatiana Sarigianides, Associate Professor of English Education, Westfield State University

Sophie Degener, Associate Professor, Reading & Language, National Louis University

Stacy Olitsky, Assistant Professor, Saint Joseph's University

Starlin D. Weaver, Professor of Science Teacher Education, Salisbury University

Stephanie Jones, Professor, College of Education, The University of Georgia

Steve Cohen, Senior Lecturer in Education, Tufts University

Steven Greenstein, Assistant Professor, Montclair State University

Steven Wolk, Professor, Northeastern Illinois University

Stuart Chen-Hayes, Associate Professor, CUNY Lehman College

Sumer Seiki, Visiting Assistant Professor, University of San Francisco

Sunita Mayor, Associate Professor, West Chester University, PA

Suresh Appavoo, Dean for Diversity and Equity/Associate Professor of Education, Dominican University of California

Susan Auerbach, Professor, CA State University, Northridge

Susan F. Bohrer, PhD, Faculty, UC Merced

Susan Hupp, Professor, University of Minnesota

Susan K. Brown, Faculty, Georgia Southern University

Susan M Moore, Clinical Professor, University of Colorado, Boulder

Susan M. Luppino, Visiting Instructor, Westfield State University

Susan Ohanian, Researcher, New England Society for the Study of Education

Susan P. Maude, Associate Professor, Iowa State University

Susan Sullivan, Professor, The College of Staten Island, CUNY

Susanne Chuku, Assistant Professor, Westfield State University

Suzann Girtz, Assistant Professor, Gonzaga University Educational Leadership, St Cloud State University

Suzanne Ehst, Associate Professor of Education, Goshen College

Sylvia Blake, Dean and Chief Operating Officer, Long Island University Hudson Campuses

Sylvia Y. Sanchez, Associate Professor, George Mason University

Tanya Velasquez, Faculty, University of Washington Tacoma

Teresa Wanser, Psychometrician, Lincoln Public Schools, Nebraska

Theresa Catalano, Faculty, University of Nebraska-Lincoln

Theresa Montaño, Professor, CSU Northridge

Thomas Nelson, Associate Professor, University of the Pacific

Thomas Newkirk, Professor of English, University of New Hampshire

Thomas W. Bean, Faculty & Graduate Program Director, Old Dominion University

Timothy A. Micek, Associate Professor, Education, Ohio Dominican University

Timothy G. Larrabee, Associate Professor, Oakland University

Timothy J. Cook, Professor of Education, Creighton University

Timothy J. Voskuil, Coordinator, Calhoun ISD

Timothy San Pedro, Assistant Professor, Ohio State University

Tina Trujillo, Assistant Professor, UC Berkeley

Tirza Wilbon White, Faculty, University of Maryland, College Park

Toby Daspit, Associate Professor, University of Louisiana at Lafayette

Tom Meyer, Director, Hudson Valley Writing Project & Associate Professor Secondary Education, SUNY New Paltz

Tomás Galguera, Professor, Mills College

Tomas R Giberson, Associate Professor, Oakland University

Trudy Knowles, Professor, Westfield State University, Westfield, MA

Uma M. Jayakumar, Assistant Professor, University of San Francisco

Vicki Bartolini, Ph.D., Chair, Professor of Education, Wheaton College, MA

Victor L. Willson, Head and Professor, Department of Educational Psychology, College of Education and Human Development, Texas A&M University

Victoria Gillis, Endowed Chair of Excellence in Literacy, University of Wyoming

Vilma Seeberg, Ph.D., Associate Professor, Kent State University, College of Education, Health and Human Services

Virginia Mary Lea, Associate Professor, University of Wisconsin-Stout

Vladimir G. Ivanovic, Trustee, Los Altos School District

Vonzell Agosto, Assistant Professor, University of South Florida

Wendy Kohli, Professor of Educational Studies and Teacher Preparation, Fairfield University

Westry Whitaker, Assistant Professor, University of North Georgia

William G. Wraga, Professor

William J. Mathis, Researcher, University of Colorado Boulder, College of Education, University of Georgia

William Sandoval, Professor

Yael Wyner, Assistant Professor/Secondary Education, City College of New York

Yen Yen Woo, Associate Professor, Long Island University, C.W.Post

Yurimi Grigsby, Faculty, Concordia University Chicago

Zeynep Ercan, Faculty/Associate Professor, Rowan University

Zoe Burkholder, Associate Professor of Educational Foundations, Montclair State University

Friday, February 13, 2015

Eli Broad is bored with giving prizes. Moving on to new top-down strategies.

"No more prizes", says billionaire Eli Broad. 
If your school district is hoping for a Broad Prize to carry it over the hump, you're S.O.L. Billionaire Eli Broad and his foundation have become bored with that strategy. The prize strategy is giving way to the new flavor of the month -- the "portfolio model"  in which different types of so-called "independent schools" compete for students and must demonstrate results.

Not enough bang for the bunk buck in prizes, says Eli. He says he gives, gives and gives some more. And your test score increases just aren't meeting his expectations. And besides, he dislikes traditional public schools with union teachers anyway and refuses to give them a nickel more. So there.

According to the L.A. Times:
Broad "has bypassed districts by promoting and funding charter schools, which have siphoned students from traditional schools. (Charters are publicly funded, and independently managed; most are non-union.) Broad recently established a $500,000 prize for charter organizations, an award that will continue.
The Times quotes Jeffrey Henig, professor of political science and education at Teachers College, Columbia University who says, the suspension of the prize could signal a "highly public step" toward the view that traditional districts "are incapable of reform."

I would say, it's more a indication that top-down reform strategies coming from power philanthropists like Broad and Gates are proving to be a dismal failure. It's predictable.

More from the Times:
On the political front, Broad, a Democrat, has donated large sums, frequently to oppose candidates allied with the teachers union. Broad also attracted notice for being among donors whose money was channeled anonymously through several organizations before landing in a committee that unsuccessfully tried to defeat Proposition 30, a temporary tax increase that prevented deep budget cuts to education.

Thursday, February 12, 2015

The Purpose of Education

Gov. Walker tried to change the mission of the University of Wisconsin
Arthur H. Camins, is the director of the Center for Innovation in Engineering and Science Education at the Stevens Institute of Technology in Hoboken, N.J. I'm reading his excellent piece embedded in Valerie Strauss' WaPo column today, on the purposes of education, and wondering if it's still legal to even broach the topic. After all, I thought the case was closed. Schooling is all about global competition over reading and math scores and providing workers for the corporations. Isn't it, Sec. Duncan?

Strauss frames the question this way:
What is the purpose of education? The question came into stark relief when Wisconsin Gov. Scott Walker recently tried to quietly change the century-old mission of the University of Wisconsin system by proposing to remove words in the state code that command the university to “search for truth” and “improve the human condition” and replacing them with “meet the state’s workforce needs.”
Camins argues instead, that education should prepare young people for life, work and citizenship.
Critical thinking, creativity, interpersonal skills and a sense of social responsibility all influence success in life, work and citizenship.
A science educator, Camins refers to the National Research Council’s Framework for K-12 Science Education which offers some good examples.
The framework describes the practices that scientists and engineers utilize to build new knowledge and designs, but also the student engagement that leads to learning. To be clear, the framework starts from the premise that science is a means to develop explanations about how the natural world works, and engineering is a means to develop solutions to human problems. 
Camins' qualifies his piece by ending with a note about equity.
Application of the systems thinking that characterizes progress in science and engineering to education policy means that real sustainable improvement depends on addressing inequity in areas such as well-paid employment, health care, food, and housing security. You can’t have one without the others.
Well put.