Now more than ever, high-quality education for all is a public good that is essential for the good of the public. As the fate of individuals and nations is increasingly interdependent, the quest for access to an equitable, empowering education for all people has become a critical issue for the American nation as a whole. No society can thrive in a…

Suggests that the rise of democracy was the most important development of the 20th century, examining the question of democracy as a universal value by focusing on: India's experience with democracy; democracy and economic development; the functions of democracy; universality of values; and cultural differences in values. Concludes with a…

Shows that the mathematics curricula used in the highest achieving countries are very similar and coherent. Using a visual comparison, this paper explains where the United States comes up short, noting that in the countries with the highest mathematics achievement, teachers have coherent guidelines (national curricula) and related tools and…

Until recently, schools in Poland have done little to discourage anti-Semitism and have not taught about the Holocaust nor explained why there are virtually no Jews in Poland. Curriculum modifications in the next school year will introduce the subject at the elementary-school level. (SLD)

Reports that teaching elementary mathematics requires a much deeper mathematical knowledge than most experts have believed and that teachers must receive the training, textbooks, time, and support needed to develop this knowledge. Notes that U.S. mathematics teachers' knowledge is not nearly as robust as that of Chinese mathematics teachers, and…

The American Federation of Teachers has developed a series of documents to help educators develop appropriate achievement standards or to describe the standards of other countries. Ordering information is given for these documents and kits for setting standards in particular disciplines. (SLD)

Although the society of Victorian England witnessed significant improvement in moral and social conditions, we today confront considerable deterioration in ours. Illegitimacy, crime, and deviant behavior are discussed in the context of restoring virtue to society. (SLD)

Argues that, no matter how good and well-intentioned new curriculum and assessment reforms are, they will fail unless there are real-world consequences that motivate students to work hard in school. Educational systems fail because what students want, i.e., college admissions, jobs, and job training, are disconnected from school work. (GLR)