We should totally ban for-profit charters. For-profit's first obligation is to its stockholders, not to its children.

Going to school is not the same as going shopping. Parents should not be burdened with locating a suitable school for their child. They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well-educated teachers and a sound educational program.

We will continue to chase rainbows unless we recognize that they are rainbows and there is no pot of gold at the end of them

Of course, all students should learn African history, as they should learn the history of other continents and major civilizations. But this history should be taught accurately and based on the best scholarship, not ideology or politics.

Research does not support any part of Race to the Top

American education has been littered with failed fads and foolish ideas for the past century.

Teachers' working conditions are students' learning conditions

Accountability makes no sense when it undermines the larger goals of education.

When you realize that your history books and your science books and your literature books are not the result of experts sitting down and making it a wise decision, but of political pressure groups coming to the state textbook hearings, this is wrong.

Most people believe that schools were good enough when they were children and that they are good enough now. But the dynamic growth of our system of education has spawned serious problems of educational quality.

Can teachers successfully educate children to think for themselves if teachers are not treated as professionals who think for themselves?

You can't lead your troops if your troops do not trust you.

There is something fundamentally antidemocratic about relinquishing control of the public education policy agenda to private foundations run by society's wealthiest people when the wealthiest of these foundations are joined in common purpose, they represent an unusually powerful force that is beyond the reach of democratic institutions.

One of the persistent ironies of reform is the impossibility of predicting the full consequences of change.

In DC, policymakers think that if we can only have high enough standards, tough enough tests, and hold people accountable, we can close the achievement gap. And it hasn't happened. Yet the new law, the Every Student Succeeds Act, is based on the same test-based and market-driven framework and ideology, except it lets the states do it.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

Unless the schools provide our children with a vision of human possibility that enlightens and empowers them with knowledge and taste, they will simply play their role in someone else's marketing schemes. Unless they understand deeply the sources of our democracy, they will take it for granted and fail to exercise their rights and responsibilities.