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Fertilizers, Pills, and Magnetic Strips: The Fate of Public Education in America


reviewed by Ernst Z. Rothkopf — July 28, 2008

coverTitle: Fertilizers, Pills, and Magnetic Strips: The Fate of Public Education in America
Author(s): Gene V. Glass
Publisher: Information Age Publishing, Charlotte
ISBN: 1593118929, Pages: 328, Year: 2008
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Gene Glass’s thoughtful and provocative book launches angry thunderbolts from the Olympus of educational research. His main targets are a gaggle of would-be reformers of our schools who do their murky deeds under the guise of rescuing us from educational crisis. Glass is a distinguished pioneer in the statistical analysis of educational data. The major thesis of his somewhat puckishly-named book is that the specter of educational crisis has been evoked to justify a variety of ill-conceived educational adventures, including vouchers, charter schools, high-stakes testing, open enrollment, and many more. These policies, he says, claim to seek greater educational achievements but, in fact, aim to reduce public spending on schooling, and in particular, to reduce the costs of educating black, Hispanic, and poor students. They also tend to promote and subsidize insulated schooling for more affluent whites. He holds that these results are not only the observed consequences of such... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 28, 2008
http://www.tcrecord.org ID Number: 15322, Date Accessed: 10/17/2017 1:59:59 AM

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About the Author
  • Ernst Rothkopf
    Teachers College, Columbia University
    E-mail Author
    ERNST Z. ROTHKOPF is the Cleveland E. Dodge Professor of Telecommunications and Education, Emeritus, at Teachers College, Columbia University. His major research interests are in human learning, cognition, instructional technology, and instructive communications. His most recent research has been on interaction between analytic processes and episodic memory in problem solving and decision making (with M. L. Dashen and K. Teft, “Aggregation in Memory of Episodic Influences on Rule-Guided Decisions,” Journal of Experimental Psychology: Learning, Memory, & Cognition, 2002); Aspirations of Learning Science and the Practical Logic of Instructional Enterprises, Educational Psychology Review, 2008 (in press); and economic models of pedagogy (“Cost of Asynchronous Distance Ventures,” Economics of Education Review, 2003).
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