This review essay examines Diana Ravitch's book, Left Back: A Century of Failed School Reforms. According to Shaker, the book's unstated goals are to discredit John Dewey as a contributor to American education and to discredit the term "progressive" as used in the descriptor, "progressive" education.

Over the last two decades state and federal laws and regulations were enacted ostensibly to improve academic standards, extend educational opportunity, and raise the quality of public schools and teacher education. This report reviews and evaluates the effects of state and federal education law in California.

This series of policy briefs examining education reform in Florida finds that the results of the state's aggressive school-reform program have been mixed, and that the state's actions often do not match its rhetoric when it comes to implementing reforms.

This report considers one little-known-but large and influential-technology enterprise, Knowledge Universe, and examines the operations of its school-related division, K12, Inc.

Since its inception in 2000, K12 has evolved from a provider of curriculum materials for home schooling into a "Virtual Academy" that receives public school dollars under the charter school laws of several states. The author, a long-time public school teacher, critiques the K12 history curriculum for kindergarten through second grade.

The report analyzes the rationale and evidence in Creating a Network of Charter Schools in Buffalo, prepared by the Education Innovation Consortium (EIC) at the direction of the Buffalo School Board. The EIC's document supports the creation of the nation's first-ever district-wide network of charter schools and is available on their website

First-Ever Preschool Yearbook Calls for Increased State and Federal Funding.

This annual report, in its sixth edition, found that 51 management companies (EMOs) operate in 28 states and the District of Columbia, enrolling some 200,400 students. The report is the most comprehensive resource on the for-profit education management industry.

Prompted by a recent report by the American Federation of Teachers, EPSL director Alex Molnar answers the question: Do charter schools work? Lisa Graham Keegan offers an opposing opinion in her essay "Don't leap to judgment."

The AFT Charter School study's conclusions are nothing new, but it is the first study to use National Assessment of Educational Progress (NAEP) as its database.

ASU Professor Jeff MacSwan notes problems with data used in a new Arizona Department of Education report, The Effects of Bilingual Education Programs and Structured English Immersion Programs on Student Achievement: A Large-Scale Comparison. Superintendent Horne responded in an essay in The Arizona Republic, "English Immersion Works Fine." Two other essays in response were published in The Arizona Republic, one by Johanna Haver, "Data 'Poison' Just When Others Use It," and one by Beth Swadener, "English Immersion Robbing Students."

Liberal and conservative state legislators are fomenting what the Associated Press has described as a "rebellion" against the No Child Left Behind legislation. States point out that federal aid to education is only 7.4 percent of total spending, and that the amount for the No Child Left Behind provisions is less than half this small figure.

Special Education students have skills other than those measured by AIMS, which resembles a college entrance exam. These skills should be recognized with a certificate of high school completion, and the students not labeled as failures.

EPRU Fellow Harold Berlak raises some questions about San Francisco Superintendent Ackerman's proposed Dream Schools, agreeing with the intent but questioning the plan.