Part 1 of educator Molly Hurd’s post on charter schools ended with the question “Why are AIMS and its relatives still promoting charter schools in Canada?” Part 2 answers that question, as Hurd’ looks at the US and other parts of Canada to show that there is serious money to be made in the charter school business. But public money is diverted, teachers roles are minimized, and students pay a hefty price.
Educator Molly Hurd takes a closer look at all the hype about charter schools, most recently coming from the Atlantic Institute for Market Studies (AIMS), a right wing think tank. Their case is based on dubious claims, and would not be feasible in Nova Scotia regardless, writes Hurd.
Educator Molly Hurd tackles the current threats to art education in Nova Scotia. “By reducing arts education, we are once again widening the gap between those who already have and those who have not. Rich parents will always be able to provide private lessons and classes for their children. Schools in wealthy neighbourhoods will always be able to fund-raise for extra artistic opportunities. Public education, to be truly equitable, needs to provide good arts education for all.”
Educator and author Molly Hurd’s third and final article in a series on standardized testing takes another look at a failed British experiment. But Nova Scotia is not Britain, she writes, and for us there is hope yet!
Educator Molly Hurd in the second of a multi-part series on Bill 72 and the blessings and pitfalls of standardized testing. Pointing at Britain’s recent experience she argue that one of the consequences of an increased reliance on standardized tests may well be more privatization of education. ” The passage of Bill 72 has set us on the road to adopting a neoliberal agenda for education which has been in think tank AIMS’ sights for years, and has been implemented in countries all around the world.”
Educator Molly Hurd in the first of a two-part series on Bill 72 and the blessings and pitfalls of standardized testing. “I look at all standardized test results with healthy skepticism – they can be a useful diagnostic when well designed, but even low stakes tests on randomized samples are blunt instruments for measuring a school’s or program’s worth.”
“Education is not a business, children are not widgets and teachers aren’t assembly line workers.” Educator Molly Hurd reflects on the Glaze report.