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Academic economists rarely fret over who will pay for public employee pensions, perhaps because many of them get them and most of us pay, quite a bit, into them.

When we first encountered Nobel Prize-winning economist Joseph E. Stiglitz’s assertion that the Iraq War led to the sub-prime mortgage crisis, we found the assertion a bit of a reach. It turns out that there may have been more to it than met the eye.

The granting of waivers seems to favor states that have voted for the current administration in the last election, at least for the past decade.

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.