April 6, 2007--What can be done to narrow the achievement gap? That question, in one form or another, has been challenging policy makers for decades. Grand national strategies, like the Elementary and Secondary Education Act, Head Start, and the No Child Left Behind Act, have been promoted by presidents and passed by Congress to help address the problem through expensive programmatic and instructional interventions. But what if the solution to the achievement gap is to be found in other domains, such as school culture, family support, or religious commitment?

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Thewas perhaps the most comprehensive everwrittenon the topic of school mathematics. It included an extensive survey ofsecondary school curricula, and it documented the training ofmathematicsteachers in other countries. It discussed issues related to thepsychologyof learning mathematics, and justified the study of mathematics intermsof its applications as well as its intrinsic value. It even proposedcurriculafor the schools. In contradiction to the Kilpatrick report, the underscored the importance of algebra to "every educatedperson."20The exerted some influence on public education. Forexample, some of the policies of the College Examination Board werebasedupon recommendations in the. However, over the nexttwo decades, the views expressed in the Kilpatrick report wieldedgreaterinfluence than the .21 The NCTM alsochangedover time. It grew and gradually it "attracted to its membership and toits leadership those in positions much more subject to the influenceandpressure of the professional reform movements."22

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Posts about 8 keys of excellence written by Quantum Learning Education and Courtney Pollock

Modeled on Summerhill, and supported by the challenges at that timeof structures of authority, both within education and the largersociety,"free schools" proliferated, and eventually helped give rise to theOpenEducation Movement. The Open Education Movement was nothing new; it wasjust a repetition of progressivist programs promoted in the 1920s, butthe idea of letting children decide each day what they should learn atactivity tables, play corners, or reading centers, was once againpromotedas profound and revolutionary.41