What's a diploma worth in Massachusetts? Without a state test requirement, graduation rates -- but not test scores -- are way up in Boston.

Teachers complain that parents don't teach their kids to behave, and principals don't support teachers who try to maintain order.

When schools expect less, students do less and learn less. Try-hard students are even rarer.

Most teachers assign less homework -- or none at all. Students won't do it, they say. But AI will.

Inflating grades and dumbing-down tests is giving high achievers no way to show their competence.

Students who receive good grades for mediocre work tend to learn and earn less in the long run.

Reading "One Big Book" over a semester won't be too hard, English professors tell college students. It's "deep reading."

Relying on AI to do the math for you is "a recipe for idiocracy."

"Comprehensive" will mean "completely lousy" in Illinois' new school accountability system.

Twenty percent of high school graduates have trouble reading anything more complex than a restaurant menu.

Teachers and professors are told to "meet students where they are," but not how to get them where they need to be.

Schools, colleges (and parents) are teaching kids the habits of anxious, depressed people.

At a well-respected graduate school of education, a former engineer learned about equity, culture and identity, but very little about how to teach math.

Professors will be asked to relax deadlines, attendance policies and grading standards to help low-income, minority and first-generation students at University of Nebraska Kearney.

Teachers don't like grading "reforms" that lower expectations.

Humanities would get more respect -- and graduates would earn more -- if professors made classes harder.

While nearly all private high schools require summer reading, most public schools do not. Some ask students to listen to music or watch a movie.

Teachers aren't prepared for middle schoolers who can't read very well.

Lowering the definition of "proficient" reading would end the "reading crisis," writes education professor. But one-third of students are very poor readers.

To offer a demanding, powerful curriculum to every child is not elitist. It is egalitarian.