Commentary

The intended role of charter schools as an innovation stimulus is too often ignored in the overheated debates between advocates and critics – but one small district in Rhode Island is showing how it's done.

As interest in parent organizing and engagement grows across the country, AISR's Keith Catone and UCLA IDEA's John Rogers contrast genuine grassroots parent power to impact education reform with the "Astroturf" version recently presented by Bruno Manno.

Over the past several years, more and more evidence has emerged that effective parent engagement can positively affect school culture, working conditions, and student achievement.

Poor academic outcomes by K-12 students in rural areas are traditionally ignored in the school reform debate. Emerging research suggests that improvements could be realized if lessons learned from community organizing for education reform in urban settings are effectively applied in rural communities.

AISR comments on Ron Wolk’s new book, Wasting Minds: Why Our Education System Is Failing and What We Can Do About It.

A new AISR study supports the idea that peer networks among educational practitioners, both within and across schools, can improve teaching and learning.

Executive Director Warren Simmons highlights the urgency of creating a 21st Century education system, including extended learning time.

After two hours of contentious discussion last night, the Providence, R.I. School Board voted 4 to 3 to issue termination notices to each of the city’s 1,926 public school teachers. The Annenberg Institute’s Warren Simmons comments on this remarkable development that has ricocheted around the U.S. as other cities attempt to grapple with their own huge budget deficits.

Organized parents and students are shaping education policy and improving schools all over the country, right now.

Peer networks of teachers, school heads, and students from urban education systems can improve literacy teaching and learning and develop urban leadership.

A high-quality education for all children in all of a community’s schools is not possible without meaningful parent leadership.

Value-added measurements of teachers have generated a mixed response from experts; an NYU educational economist weighs in on the debate.

To improve instruction, policy-makers need to broaden the prevailing focus on individual teachers and recognize that teaching quality also depends on collective practice.

Community organizers are starting to insert their collective voice and power into school reform decisions — and federal policy-makers need to pay attention.