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.

Teachers' working conditions are students' learning conditions

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.

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

Sometimes the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds.

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

The greatest obstacle to those who hope to reform American education is complacency.