A (rare) positive story about SES.   more »

A last encore presentation from January 12, 2004 - our first issue.   more »

Google Alert on "No Child Left Behind" for September 2.   more »

The likely law is shaping up. (Just don't expect it to be passed anytime soon.)   more »

The Department of Education's political leaders have not proved "highly qualified" to manage our emerging market.    more »

Released by Representatives Miller, McKeon, Kildee and Castle.   more »

The optional 15 percent "Early Intervening Services" set-aside in IDEA for "struggling students" just short of special needs is an underappreciated funding stream.   more »

Why Didn't the Industry Stay In With the Outs?   more »

The programs that should have been eligible for purchase under Reading First - or not.   more »

It's about the Senate, stupid. And what do you know about "real options?"   more »

It may win him something with the Republican right. But what else?    more »

Your editor sees a new timeline for NCLB reauthorization. It may give the school improvement industry the breathing room it needs to survive - if the industry adopts a new strategy.   more »

Re: Cost Analyses of NCLB - Those Completed and Never Done   more »

The market effect is significant and, in the case of Alabama, easy to see.   more »

Reading the tea leaves in Buck McKeon's remarks. And what about two dogs that no side of the NCLB II discussion has encouraged to bark?   more »

When the intellectual wing of public education's political right rejects a market-based option, there's a problem.   more »

On the whole, not very promising for the industry. Alarming actually, especially to those in the industry who planned on a rosy future.   more »

What to make of The All Students Can Succeed Act of 2007.   more »

It's a false choice. The arts contribute to literacy and numeracy, and there's no reason the stuff of math and reading can't be the great works of world culture. School improvement providers that fuse the two worlds can only do well as educators wake up to the possibilities.   more »

Imagine if American hospitals permitted doctors who treat brain injuries by drilling holes in patients' heads to practice alongside those who employ the latest tools of laser surgery.   more »

And a view into the strategic calculus behind these buys.   more »

It's unconscionable, but rational, hard to prove, and might make it easier to serve the kids. Still....   more »

Starting at the bottom and working our way up, the basic economic unit of tutoring is the class. Look at those gross margins!   more »

What it means for k-12 industry structure, Houghton's investors, and the school improvement provider community. How much do you know about antitrust law?   more »

Alexander Russo of This Week in Education, snags a letter from the rerspectable left urging Congressman Miller to avoid the multiple measures approach. Now where's a copy of the memo from the House Education Committee chair to Congressional freshmen that set this off?   more »

From the Colorado Department of Education.   more »

There does not seem to be much air between their bill and one the Administration might write. And you can see where they'll give in to the Democrats   more »

The right of center Weekly Standard does have an interesting article on the subject.   more »

The disclosure is a great improvement. Whether the conflicts should have barred many participants deserves attention and debate. Still, a good first step, and one silk purse from the sows ear of Reading First implementation.   more »

The Washington Post’s July 2 editorial provides some indication that the tide is turning against the kind of NCLB II necessary for a healthy school improvement industry.   more »

In reponse to the press release they sent edbizbuzz.com on RAND's Supplemental Educational Services report. With comments from SES evaluator and University of Memphis Prof. Steve Ross. And a non-responsive last word from Steve Pines.   more »

A top-notch team of researchers from your editor’s former employer find “statistically significant” improvements for students taking advantage of SES. But what is the significance of “significance” in this context? And what of the dogs that didn’t bark? What we have here is “the truth,” “and nothing but the truth,” but not quite “the whole truth.” Statistically significant effects are not necessarily educationally significant - and RAND is close to slient on the latter point. The fault here lies less with RAND, than those who will take advantage of the report's incomplete nature and a naïve public - and a Department of Education that has once again politicized education science.   more »