Critical deconstruction of school financing formulas – paying particular attention to how the formula protects what is measurable and mandated while leaving the arts, music, libraries, and co-curricular activities unprotected.
This article questions the neutrality of traditional grading practices. There’s plenty of research in this area. The article is valuable because it highlights the contradictions in a particular policy moment – following the repeal of the MCAS graduation requirement.
How Ambiguity in Standard IV-C Can Enable Arbitrary Evaluation – This article is about thoroughly vetting educator evaluation rubrics to avoid ambiguity. It questions high-stakes language that is left open-ended.
Examination of policy language and a deconstruction of terms that appear scientific and objective, but that are about human judgement about what counts as success. / explain introducing the author to discourse analysis. / I say this to say, that when the papers are not fully fleshed out in some way, but have promise, our …
Read more “The Real Reason Why Most Massachusetts Students Don’t “Meet Expectations””
Interviews on Education, Immigration Justice, & Authoritarianism
Welcome to the inaugural issue of Revolutionizing Education (RE) dedicated to education policy and practice. The journal provides a platform for progressive scholarship that challenges conventional thinking, advances educational equity and social justice, and explores innovative approaches to teaching, learning, leadership, and policy. As an open-access publication, this issue will grow over time, with additional …