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	<title>Yong Zhao</title>
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		<title>U.S. Education in Chinese Lock Step? Bad Move. Chronicle of Higher Ed Commentary (B. Coppola &amp; Y. Zhao)</title>
		<link>http://zhaolearning.com/2012/02/08/u-s-education-in-chinese-lock-step-bad-move-chronicle-of-higher-ed-commentary-b-coppola-y-zhao/</link>
		<comments>http://zhaolearning.com/2012/02/08/u-s-education-in-chinese-lock-step-bad-move-chronicle-of-higher-ed-commentary-b-coppola-y-zhao/#comments</comments>
		<pubDate>Wed, 08 Feb 2012 08:19:17 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[China/Chinese]]></category>
		<category><![CDATA[Education Reforms]]></category>
		<category><![CDATA[Globalization]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=1020</guid>
		<description><![CDATA[Just in case you have not seen this, the Chronicle of Higher Education just published a commentary co-authored by Brian Coppola of University of Michigan and me. 
Read the whole article on the site of the Chronicle site: http://chronicle.com/article/US-Education-in-Chinese/130669/
Here are some of the main points:
The education systems in China and the United States not only are headed in opposite directions, but are aiming at exactly what the other system is trying to give up.
In the United States, through programs such as No Child Left Behind and Race to the Top, ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Difference between a $10,000 Education and a $10 Education</title>
		<link>http://zhaolearning.com/2011/12/19/the-difference-between-a-10000-education-and-a-10-education/</link>
		<comments>http://zhaolearning.com/2011/12/19/the-difference-between-a-10000-education-and-a-10-education/#comments</comments>
		<pubDate>Tue, 20 Dec 2011 00:11:03 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=1005</guid>
		<description><![CDATA[Amanda Ripley recently picked on Diane Ravitch over the issue of how much poverty matters in educational achievement, accusing Ravitch of distorting the reality. By playing with the PISA data, Ripley tries to prove that poverty should not be considered a big problem or excuse for the poor quality of American education. That was what I thought at first, then upon reading more of her writings, I realized that she was trying to prove a bigger point: American education sucks and other countries are great.
Not exactly an earth-shattering or groundbreaking observation from new data or fresh insights. ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/12/19/the-difference-between-a-10000-education-and-a-10-education/feed/</wfw:commentRss>
		<slash:comments>8</slash:comments>
		</item>
		<item>
		<title>The Grass Is Greener: Learning from Other Countries</title>
		<link>http://zhaolearning.com/2011/09/18/the-grass-is-greener-learning-from-other-countries/</link>
		<comments>http://zhaolearning.com/2011/09/18/the-grass-is-greener-learning-from-other-countries/#comments</comments>
		<pubDate>Sun, 18 Sep 2011 13:01:52 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=951</guid>
		<description><![CDATA[(A version of this post is published in Teachers College Record under Handan Xuebu: What We Can and Should Learn from Other Countries)
In Paris they just simply opened their eyes and stared when we spoke to them in French! We never did succeed in making those idiots understand their own language.
&#8211;Mark Twain
American policy makers and pundits are in love with some foreign education systems and are working hard to bring their policies and practices home. Others have national standards and a uniform curriculum, so should America (Chester E. Finn, Julian, ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/09/18/the-grass-is-greener-learning-from-other-countries/feed/</wfw:commentRss>
		<slash:comments>10</slash:comments>
		</item>
		<item>
		<title>If Lady Gaga Can be Useful&#8230;</title>
		<link>http://zhaolearning.com/2011/09/11/if-lady-gaga-can-be-useful/</link>
		<comments>http://zhaolearning.com/2011/09/11/if-lady-gaga-can-be-useful/#comments</comments>
		<pubDate>Sun, 11 Sep 2011 14:17:46 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Education Reforms]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=948</guid>
		<description><![CDATA[If Lady Gaga Can be Useful
Stefani Joanne Angelina Germanotta, better known as Lady Gaga, is no doubt one of the most successful global super stars. She has over 13 millions twitter followers and 40 million Facebook fans. Her YouTube video “Bad Romance” has accrued over 411 million views and www.celebritynetworth.com estimates her net worth to be about 110 million dollars. Apparently she has something valuable to offer.
But what she can offer is of no value in the village where I grew up. Nestled in the hills of China’s Sichuan Province, ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/09/11/if-lady-gaga-can-be-useful/feed/</wfw:commentRss>
		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>Ditch Testing (Part 5): Testing Has Not Improved Education Despite all the Costs</title>
		<link>http://zhaolearning.com/2011/07/17/ditch-testing-part-5-testing-has-not-improved-education-despite-all-the-costs/</link>
		<comments>http://zhaolearning.com/2011/07/17/ditch-testing-part-5-testing-has-not-improved-education-despite-all-the-costs/#comments</comments>
		<pubDate>Sun, 17 Jul 2011 22:34:57 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Education Reforms]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=919</guid>
		<description><![CDATA[Ditch Testing (Part 5): Testing Has Not Improved Education
The evidence is clear. Test-score cheating is not isolated to Atlanta, Baltimore, and a few other schools, as testing proponents tend to suggest. It is not a problem that can be fixed with technical measures such as tightened security. It may be human nature but it is the high and unreasonable pressure of high-stakes standardized testing that leads to corruption. Thus, we cannot minimize the problem, trivialize potential solutions, or blame a few educators who have been caught. The Atlanta scandal should ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/07/17/ditch-testing-part-5-testing-has-not-improved-education-despite-all-the-costs/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Ditch Testing (Part 4): Test Security Measures in China</title>
		<link>http://zhaolearning.com/2011/07/17/ditch-testing-part-4-test-security-measures-in-china/</link>
		<comments>http://zhaolearning.com/2011/07/17/ditch-testing-part-4-test-security-measures-in-china/#comments</comments>
		<pubDate>Sun, 17 Jul 2011 13:56:02 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=905</guid>
		<description><![CDATA[“The answer here is very simple, you just have a culture of integrity and you have better security measures in place,” said Secretary Arne Duncan in response to the Atlanta cheating scandal. Other testing proponents offered similar suggestions. “A culture of integrity” is not easy because of the corruptive power of test-driven accountability as I have discussed in previous posts and “better security measures” will only incur more costs to tax payers without stop cheating.
In response to increased cheating reports, many states have stepped up their test security measures. For ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/07/17/ditch-testing-part-4-test-security-measures-in-china/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>Ditch Testing: Lessons from the Atlanta Scandal (Part 3): Human Nature?</title>
		<link>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-scandal-part-3-human-nature/</link>
		<comments>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-scandal-part-3-human-nature/#comments</comments>
		<pubDate>Sun, 17 Jul 2011 01:15:22 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=901</guid>
		<description><![CDATA[Ditch Testing: Lessons from the Atlanta Scandal (Part 3): No Technical Fix: Human Nature?
Chester E. Finn says cheating on test scores “is about human nature.” Assuming cheating is human nature, then it would be logical to accept one of two assumptions: a) everyone cheats or has the tendency to cheat or b) some people are more likely to cheat than others by nature. But applying either one to the Atlanta situation raises more questions.
Fact 1: 80% of schools, nearly 200 educators, and 1,508 classes participated in cheating that had been ongoing ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-scandal-part-3-human-nature/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Ditch Testing: Lessons from the Atlanta Cheating Scandal (Part 2): Not An Anomaly</title>
		<link>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-cheating-scandal-part-2-not-an-anomaly/</link>
		<comments>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-cheating-scandal-part-2-not-an-anomaly/#comments</comments>
		<pubDate>Sat, 16 Jul 2011 21:53:25 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=896</guid>
		<description><![CDATA[Not an Anomaly: Systemic Ills Caused by Test-based Accountability Policies
Secretary Duncan is not the only who tries to minimize the scale of the problem and reduce it to a technical issue. Chester E. Finn, a senior fellow at Stanford&#8217;s Hoover Institution and president of the Thomas B. Fordham Institute. He is a former assistant secretary at the U.S. Department of Education under President Ronald Reagan, tries to do same. In his essay entitled Don&#8217;t ditch testing after Atlanta cheating, boost test security and published as a CNN special on July ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/07/16/ditch-testing-lessons-from-the-atlanta-cheating-scandal-part-2-not-an-anomaly/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Ditch Testing: Lessons from the Cheating Scandal in Atlanta (Part 1)</title>
		<link>http://zhaolearning.com/2011/07/14/ditch-testing-lessons-from-the-cheating-scandal-in-atlanta-part-1/</link>
		<comments>http://zhaolearning.com/2011/07/14/ditch-testing-lessons-from-the-cheating-scandal-in-atlanta-part-1/#comments</comments>
		<pubDate>Thu, 14 Jul 2011 15:35:42 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Education Reforms]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=890</guid>
		<description><![CDATA[Ditch Testing: Lessons from the Cheating Scandal in Atlanta (Part 1)
Last week a state investigation in Georgia confirmed massive cheating in Atlanta Public Schools. A total of 178 educators in 44 elementary and middle schools in the district were named in the report as participants in cheating on the state’s standardized test mandated by NCLB. This is not the first and certainly won’t be the last case of corruption in the nation’s schools. There are ongoing investigations in many other locales, most recently, Philadelphia. While laying blame on these educators, ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/07/14/ditch-testing-lessons-from-the-cheating-scandal-in-atlanta-part-1/feed/</wfw:commentRss>
		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>Can you be globally competitive by closing your doors and raising test scores?</title>
		<link>http://zhaolearning.com/2011/05/13/can-you-be-globally-competitive-by-closing-your-doors-and-raising-test-scores/</link>
		<comments>http://zhaolearning.com/2011/05/13/can-you-be-globally-competitive-by-closing-your-doors-and-raising-test-scores/#comments</comments>
		<pubDate>Fri, 13 May 2011 13:02:56 +0000</pubDate>
		<dc:creator>YongZhao</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://zhaolearning.com/?p=865</guid>
		<description><![CDATA[Can you be globally competitive by closing your doors and raising test scores?
“Can America be globally competitive by closing its doors and raising test scores in math and reading?” asked an educator from the Netherlands at an international education conference recently. The question was directed at a speaker from the U.S. who had been telling the familiar story of how miserable American education is compared to other countries such as China, India, and Finland.
The question was meant to be rhetorical because the answer should obviously be “no,” at least to ...]]></description>
		<wfw:commentRss>http://zhaolearning.com/2011/05/13/can-you-be-globally-competitive-by-closing-your-doors-and-raising-test-scores/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
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