Principals are in a paradoxical position. On one hand, they're called on to use research-based strategies to improve student achievement. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. The authors point out that these two positions are at odds with each other. In…

The NCLB (No Child Left Behind Act) specifies that states must develop AYP (adequate yearly progress) statewide measurable objectives for improved achievement by all students, including economically disadvantaged students, students from minority races, students with disabilities, and students with limited English proficiency. By the 2013-2014…

In keeping with NCLB's requirements for adequate yearly progress, schools have focused their efforts on raising achievement levels of student subgroups. Although this approach has met with some success, the author argues that it is time for schools to turn their attention to meeting the needs of individual students in both subgroups and the…

The No Child Left Behind legislation has drawn a great deal of attention to the gap' that exists between the academic performance of Black and Hispanic students as compared to their White counterparts. While numerous reform efforts have been implemented to address this disparity, to date little research has been done to connect a teacher's sense…

A small group of Boston Public School teachers met for a year to explore the question of what keeps teachers going, a question that bears asking because of the precarious situation of public education today. In this article, I describe the work of the What Keeps Teachers Going? inquiry group as a way to challenge current notions of what it means…