School quality depends on societal forces, not teachers
Throughout my 10-year teaching career I have seen districts large and small, urban and suburban, above average and utterly dysfunctional. I have also spent hundreds of hours in other teachers' classrooms, and so I feel I am qualified to say the following: High-performing schools (and districts) get far too much credit for what they do, and low-performing schools get far too much blame.
a collection of my recently published essays
