Michael Q. McShane is a research fellow in education policy studies at AEI. He is the coeditor, with Frederick Hess, of "Common Core Meets Education Reform" (Teachers College Press, 2013). He is also the coauthor of "President Obama and Education Reform: The Personal and the Political" (Palgrave MacMillan, 2012). His analyses have been published widely in technical journals and reports including Education Finance and Policy. He has contributed to more popular publications such as Education Next, The Huffington Post, National Review, The Chronicle of Higher Education, and the St. Louis Post-Dispatch. He began his career as an inner-city high school teacher in Montgomery, Alabama.
Please join us for a book launch event and panel discussion about how a marketplace of education options can help today's students succeed in tomorrow's economy. Attendees will receive a complimentary copy of the featured book.
Please join AEI for a conversation among several contributors to the new volume “Teacher Quality 2.0: Toward a New Era in Education Reform” (Harvard Education Press, 2014), edited by Frederick M. Hess and Michael Q. McShane. Panelists will discuss the intersection of teacher-quality policy and innovation, exploring roadblocks and possibilities.
FOR IMMEDIATE RELEASE: August 26, 2014CONTACT: [email protected], 202.862.5829Everyone talks about education reform, but systemic thinking about reform is lacking—until now. Teacher Quality 2.0 provides rich historical context, pulls together successful elements of current reforms, and then pioneers new, systemic ways of thinking about the third rail of...
Frederick M. Hess and Michael Q. McShane, the editors of this provocative volume, have convened a diverse array of contributors to look ahead to explore emerging education practices and investigate how current research and policy initiatives may affect the next generation of innovation in teaching.
The effort to reform teacher evaluations is so shrouded in myth that progress has largely ground to a halt. As long as the reform effort remains snared in the vice of hyperbole, sub-par learning will remain the story of our nation’s schools. Here are the facts on teacher evaluations that opponents consistently overlook.
Education has the potential to open incredible doors to opportunity. Yet despite unprecedented levels of public school funding, far too many students in America never enjoy the benefits that can result from a high-quality education.
It seems unlikely that Republicans are going to abandon their commitment to private school choice, and rightly so. The moral and conceptual cases are strong. But if the actual outcomes from school-choice programs fail to live up to the rhetoric or the theory, the disappointment risks derailing the pursuit of greater educational opportunities for millions of American children.
As school choice grows around the country, there are increasing calls for the prongs to twist into each other, with schools of choice (and the teachers within them) being held to the same or similar benchmarks as their counterparts in traditional public schools. Is this the right approach?