Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people.

The persistence of housing discrimination and housing segregation makes it difficult at times to integrate schools. So what flows from that is disappointment and cynicism and the search for what's next. And it's really in the search for what's next after that that we come upon ideas like increasing standardized testing for kids and using those tests scores to hold teachers accountable.

The first generation of school reformers I talk about - nineteenth century education reformer Horace Mann, Catharine Beecher - they are true believers in their vision for public education. They have a missionary zeal. And this to me connects them a lot to folks today, whether it's education activist Campbell Brown or former D.C. public schools chancellor Michelle Rhee. It's a righteous sense, a reform push that's driven by a strong belief in a particular set of solutions.

I think any sort of system that gives teachers more opportunities like teacher-led schools is a positive one that's going to lead to better retention in the profession, and it's going to be more intellectually challenging, so teachers stay engaged with their work over the many years of their career.

Just to deliver one high-quality 45 minute lesson requires many hours of planning in advance.

When you see that 76 percent of teachers are female, I think you have to acknowledge that there's a cultural bias, and it does date back to this nineteenth century idea that teaching is a form of mothering.

I always make the point that teachers are people too, and that they don't just want to be in front of kids all day and have children be their only feedback loop.