Item of interest...

[Guest guest]

Education Reform Education reform, particularly in low-income urban areas, is one of the top public policy concern today, so it should come as no surprise that The Manhattan Institute has the best education reform experts in the country to offer practical advice to policymakers. Leading the Institute’s efforts in this area is the nationally renowned education researcher Jay P. Greene, Ph.D., Manhattan Institute Senior Fellow and endowed chair and head of the Department of Education Reform at the University of Arkansas. Dr. Greene has conducted evaluations of school choice and accountability programs in Florida, Charlotte, Milwaukee, Cleveland, and San . Dr. Greene was the only researcher cited in the Supreme Court’s majority opinion and Justice O’Connor’s concurring opinion in the landmark Zelman v. - case upholding the constitutionality of school vouchers. He is author of the book Education Myths. His articles have appeared in policy journals, such as The Public Interest, City Journal, and Education Next, in academic journals, such as The town Public Policy Review, Education and Urban Society, and

The British Journal of Political Science, as well as in major newspapers, such as the Wall Street Journal and the Washington Post. CCI’s work on education reform focuses on improving two main reforms of public education: school choice and accountability. School choice reforms (including charter schools and school vouchers) are dedicated to improving the options available to parents of children in public schools, and making public schools more directly accountable to parents for education outcomes. Accountability reforms are devoted to improving educational achievement by focusing on imparting knowledge and skills and making teachers, administrators, and students accountable for success or failure.

Shane M.D.

"Light travels faster than sound, this is why some people appear bright until you hear them speak..."

Yesterday is history, tomorrow a mystery, today is a gift hence it is called the present.

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