Education

No Child Left Behind Fails Us All

Oct 21, 2008
Truthdig asked Demitrious C. Sinor, an inspirational educator, to sound off on the state of our schools. He warns that unless the No Child Left Behind regime ends soon, America's classrooms could unravel. It's a reality that neither presidential candidate seems to fully understand, but one he sees every day, from where he sits.
Join our newsletter Stay up to date with the latest from Truthdig. Join the Truthdig Newsletter for our latest publications.

Equality, by the Numbers

Jul 31, 2008
Let me begin by raising a glass of champagne to the official closing of the math gap. It turns out that girls do not lack the math gene. Nor are they math-phobic. Nor is there any "intrinsic" difference -- thank you, Larry Summers -- between the abilities of girls and boys to succeed in the numbers business.

Liberating the Schoolhouse

May 1, 2008
UCLA professor Wellford Wilms, one of the nation's leading authorities on the crisis of public education in America, offers a must-read counterpoint to Bush's blather about "No Child Left Behind."

When Teachers Are the Dropouts

Apr 26, 2008
Much is made of the dropout rate in America's schools, and usually it's the students who are the focus of the discussion. But what happens when teachers themselves opt out of their roles in the classroom? [In this short analysis, Truthdig educational expert Paul Cummins looks at teachers' heartbreak, frustration and depression.]

Making the Grade

Aug 7, 2007
Students aren't the only ones who worry about grades -- teachers also have to meet performance standards and follow curricula dictated by their districts. However, as educator Sharon Scranage points out, teachers working with socioeconomically disadvantaged children have to deal with even greater challenges without the aid of a specific "core" curriculum to address their students' special needs.

The Education Blame Game

Jun 22, 2007
It's not just kids who get left behind in an educational system that fetishizes data and quantitative measures instead of qualitative progress. Teachers, particularly in lower-income schools, end up punished and humiliated because they are judged to be "underachievers," according to educator Sharon Scranage.