The Robert Bowne Foundation (RBF), which published "Afterschool Matters" from 2003 to 2008 and continues to fund the journal and related projects, is closing in December. "Afterschool Matters" sat down with Lena Townsend, executive director, to talk about RBF's legacy and continuing influence on literacy work in afterschool…

This article is about the changes in educational reform that have adversely affected teachers and their principals. With the new evaluation system, teachers and school leaders will be evaluated partially on student success. Other educational reforms include the discontinuing of New York State Regents Exams in January and in August. A…

With policymakers across the country proposing questionable ways to evaluate teachers, it's time to listen to those who know what supports and systems are needed to enhance instruction: teachers. This article explores the work of professional educators--not just their accomplishments, but also their challenges--so that the lessons they have…

Recalling the myth of Sisyphus repeatedly pushing the same boulder up a mountain in his new book, author and educator Frederick M. Hess explains how the K12 education leadership is faltering, and how it can rise above. "Cage-Busting Leadership" (Harvard Education Press, February 2013) is a new book and consequently, a small, growing…

In this article, the authors provide an overview and critically analyze three successful faculty-developed urban K-12 science outreach programs. They consider a successful outreach program as one that has been sustained for at least five years after initial funding, and has provided empirically-based research findings from the program.…

When John B. Simpson, president of the State University of New York (SUNY) at Buffalo, compares the campus over which he presides to its public-university peers, the contrast can be unflattering. Buildings and laboratories need upgrading. Richer, more prestigious institutions have a leg up in attracting renowned scholars and big-ticket federal…

As a first and second grade teacher at a public, progressive, East Village school, the word assessment is a daily part of the author's life. Assessment means watching and knowing the children in all areas. It is figuring out, as effectively as possible, how their minds and personalities work. Though she has found a place in her teaching for…

The claim that faculty conduct research is one of the main justifications for the modern university. Supposedly, academe carries out important, cutting-edge inquiries in which society has an interest. In fact, states this author, research at American universities is becoming narrow and artificial, out of touch with social realities, and of…

Since 2003, the Teachers College of Columbia University has maintained a policy of evaluating students based on their "commitment to social justice." Before last summer, Columbia could blame the National Council for Accreditation of Teacher Education, the main accrediting body for schools of education, for those evaluation criteria. The…

We thank Debra J. Ackerman, Peggy L. Apple, W. Steven Barnett, and Stacie G. Goffin for their thoughtful commentaries on our article "Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts" (this issue). Our response focuses on two main themes that emerged from the commentaries: (a) the…

In this article we consider the extent to which the Document-Based Question (DBQ) on the New York State Global History and Geography exam represents an authentic task. The DBQ seems like a significant step toward authenticity, especially when compared with traditional forced-choice assessments. Drawing on the characteristics of authentic tasks as…

Morrissey, Leikes, and Cochran (this issue) raise concerns about potential negative effects of state pre-kindergarten (pre-K) on the early care and education system. To put their study in context, I reviewed national demographic and enrollment trends. I found little evidence of negative effects from state pre-K policy. One reason may be that…

This issue contains five articles about assessment in adult literacy programs. The first article, "Living Literacy: Rethinking Adult Learner Assessment" (Susan L. Lytle), focuses on developing alternative forms of assessment such as literacy portfolios to identify changes in four dimensions of adult literacy over the course of literacy…

The New York State Regents Competency Tests in Writing and Comprehensive Examination in English reflect the belief that the current emphasis on test results mandates that testmakers produce tests that actually test what they purport to test, reflect what educators agree should be taught, and have a beneficial influence on teaching. Prior to the…

Presents a study that describes the development and assesses the effectiveness of a federally funded arts-in-education project undertaken by the Homer (New York) Central Schools. Concludes that the stated goal of integrating arts experiences regularly into the total school program was not being met and makes suggestions for effective…