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The curriculum of No Child Left Behind  and Race to the Top are eerily similar, and have the same result: government vagueness that leaves much to the imagination of applicants for federal funds.

Thousands of commercial programs are being run by state and private non-profit universities, engaging in unfair competition with for-profit companies, including small businesses.

Pedagogical testimonies indicate that academia remained immune from the wave of patriotism that swept across the country in the wake of the 9/11 attacks upon America.

David Rubinstein, a retired University of Illinois at Chicago sociology professor wrote an article which originally appeared in The Weekly Standard that sarcastically thanked Illinois taxpayers for their contribution to his well-funded “cushy life.”

Recently, some pedagogues have found new outlets for intimidation.

U. S.  Secretary of Education Arne Duncan  “will unilaterally override the centerpiece requirement of the No Child Left Behind school accountability law, that 100 percent of students be proficient in math and reading by 2014.”

Throughout last week, this writer studied the education policy studies put out by the Center for American Progress (CAP) and by a variety of authors and writers from different educational fields and expertise.

A professor at a Catholic college may have been spreading misinformation on abortion for at least two years, in various public appearances and blogs.

William Slotnik authored the Center for American Progress (CAP) report, titled “Levers for Change: Pathways for State-to-District Assistance in Underperforming School Districts,” that details how states and districts should interact to save struggling public schools and avoid the problems of past interventions.

Jessica Quillin’s report, sponsored by the Center for American Progress (CAP), details the struggles of the School Improvement Grants (SIG) program in light of the passage of the Elementary and Secondary Education Act (ESEA) and No Child Left Behind Act (NCLB).

Yet another reason to dread federal control of education: federal officials. For one thing, they actually believe all of that class warfare rhetoric.

The April 2011 Center for American Progress report entitled, “Beyond Classroom Walls: Developing Innovative Work Roles for Teachers,” introduces a new line of thinking in the American public education system.