Podcasts about national education policy center

From Diane Ravitch to 2022 National Teacher of the Year Kurt Russell - to a wide range of public school advocates and leaders in between - the Network for Public Education and Network for Public Education Action's 2025 national conference on April 5th and 6th in Columbus will bring together some of the biggest players in the national conversation about the future of our public schools. All Ohio educators and public school allies are invited to attend and be part of the conversation. NPE/NPE Action Executive Director Carol Burris joins us for this episode to dive into what the conference promises and why it's so important for all of us to stand together to save our public schools.  REGISTER NOW | If you'd like to attend the Network for Public Education/Network for Public Education Action national conference at the Hyatt Regency in Columbus on April 5 and 6, 2025, click here for more information and to register.  SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Carol Burris, Executive Director, Network for Public Education/Network for Public Education ActionCarol Burris, a retired public school teacher and principal, now serves as the Executive Director of the Network for Public Education, a national organization dedicated to supporting and improving public education. Dr. Burris, who has authored three books on educational equity, has received numerous awards for her leadership, including being named the 2013 New York State High School Principal of the Year. Carol Burris served as principal of South Side High School in the Rockville Centre School District in NY from 2000-2015. Carol received her doctorate from Teachers College, Columbia University, and her dissertation on equitable practices in mathematics instruction received the 2003 National Association of Secondary Schools' Principals Middle of the Year Award. Carol serves as a Fellow of the National Education Policy Center and is the co-director of its Schools of Opportunity program.  She authored three books on educational equity. Articles that she has authored or co-authored have appeared in Educational Leadership, The Kappan, the American Educational Research Journal, Theory into Practice, The School Administrator and EdWeek.Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on January 15, 2025.

Dr. Elena Aydarova is an Assistant Professor in the Department of Educational Policy Studies at the University of Wisconsin-Madison and a fellow with the National Education Policy Center. Dr. Aydarova's research examines the interaction between educational policies, education reforms, and policy advocacy. She is an award-winning author of over 40 publications. Dr. Aydarova received postdoctoral fellowships from the National Academy of Education/Spencer Foundation and the American Association of University Women.

Returning guest, Jonathon Sawyer is a Ph.D. candidate at the University of Colorado Boulder. Working with the National Education Policy Center, Jon researches public and private education. Through his in-progress dissertation, Jon explores pressing tensions between the right to religious freedom and the separation of church and state, focusing on taxpayer-supported religious schools. Motivated by life-defining experiences in a school associated with the early years of the New Apostolic Reformation, Jon is particularly attentive to LGBTQ students who are subjected to religiously motivated discrimination. Through his work, Jon aims to educate his academic community and the public on the discrimination some LGBTQ youth may experience in taxpayer-supported religious schools. He also explores how religious extremism radicalizes youth against democracy. Jon has also presented research on civil rights, education policy, and religion at the annual conference of the American Educational Research Association. Jonathan shares alarming details about how billions of taxpayer dollars are flowing into religious schools that may be radicalizing youth against democratic values. He discusses the rhetoric of demons and exorcism practices that are prevalent in some charismatic and Pentecostal Christian communities. These practices not only harm the psychological well-being of individuals but also pose a threat to the democratic fabric of our society. Rachel and Jonathan explore the concept of "self-invisibility," a term Jonathan uses to describe individuals who, due to extreme religious indoctrination, become invisible to themselves. This phenomenon can lead to a perpetuation of discrimination and harm, as those who are indoctrinated may go on to discriminate against others. The episode also touches on the broader societal implications of religious extremism. Jonathan warns against the language used by some political and religious leaders, which can often be dismissed as hyperbole but has real-world consequences. He emphasizes the need for both thoughtful liberals and conservatives to recognize and address these issues. You can find out more about Jon and his work at: https://www.jonsawyer.org Connect with us on Social Media: Twitter: twitter.com/_indoctrination Facebook: facebook.com/indoctrinationpodcast Instagram: instagram.com/indoctrinationpodcast YouTube: youtube.com/rachelbernsteinlmft To help support the show and get access to exclusive content, please visit: patreon.com/indoctrination Your reviews and ratings on Spotify and Apple/iTunes are greatly appreciated and help the show reach a wider audience.

Jen Hanson lead systematic changes for newcomers and students labeled as LTELs. These changes earned her school the Gold School of Opportunity Award by the National Education Policy Center. In this episode, she talks about those changes and how we can reproduce them for our context.  You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses.

Thirty years into the great charter experiment, the question of just how public these schools are remains unresolved. We're joined by Wagma Mommandi and Kevin Welner, author of a new book on how charter schools control access and shape enrollment. Mommandi, a former Washington DC public school teacher, and Welner, who directs the National Education Policy Center at the University of Colorado Boulder, make the case that charter advocates and policy makers have consistently tilted the rules that govern charter schools towards privateness. That has major implications for equity as we move towards a system where schools choose students. And in our In the Weeds segment for Patreon subscribers, we discuss a hot new charter school trend and a very old cause: patriotic education and the dream of reengineering youngsters to be little conservatives. Subscribe on Patreon to join the fun. https://www.patreon.com/HaveYouHeardPodcast

If you've been to school, you know that education systems are complicated. Join us with Professor Susan DeJarnatt to hear her explanation of the impact of charter schools on public education in Philadelphia. Professor DeJarnatt is a professor of law at Temple University. Her work includes research on the impact of privatization on public education. In addition to teaching legal research and writing at Temple Law School, she is on the Editorial Board of the National Education Policy Center. For more about Professor DeJarnatt, visit the Law School Directory. Links to Resources: Law Library Web Page: law.temple.edu Email: tulawlib@temple.edu Tags: #templelaw #templeuniversity #tulawlibrary #templelawlibrarypodcast #podcast #charterschools #publicschools #publiceducation #philadelphia #law #lawschool #philadelphiaschooldistrict #lawprofessor #studentresources

Today I replay my conversation with Julie Mead from August 2019. We speak about her co-written report with Suzanne Eckes for the National Education Policy Center entitled: How school privatization opens the door for discrimination. In our conversation, we touch on a range of issues related to voucher programs and charter schools. Julie reminds listeners that the dictionary definition of discrimination is not the same as the legal definition. Julie Mead is the Associate Dean for Education and Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin at Madison. She is a member of the Education Law Association. Julie Mead is the Associate Dean for Education and Professor at the University of Wisconsin at Madison. Her latest report is How school privatization opens the door for discrimination. www.freshedpodcast.com/juliemead/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Friends, we have an awesome pod for you today. Friends, we have an awesome pod for you today. We’ll talk about how things are going in lockdown part two. We’ll obviously spend some time chatting about this week’s events in Washington DC and on a more positive note, what is going in a virtual Washington DC next week! Our guest this week is University of Colorado Boulder School of Education’s Kevin Welner.Guest: Kevin WelnerKevin is a professor at the University of Colorado Boulder School of Education, specializing in educational policy. He’s also the director of the National Education Policy Center, housed at CU Boulder. He is the author of over a dozen books and more than 100 articles and book chapters.NEPC on Twitter: https://twitter.com/NEPCtweetNotes:Mike and Glen React to Insurrection at US Capitol: https://www.youtube.com/watch?v=yrVp9fOuxCE&t=483sOnEducation is now on YouTube! Subscribe to the channel and listen to prior episodes as they are released!: https://www.youtube.com/channel/UCu2fkhy9cnZZbggW8_K3FgQMike on Twitch: https://www.twitch.tv/misterwashburnGlen on Twitch: https://www.twitch.tv/irvspanishParticipate on Twitch: https://twitch.tv/insideparticipateJOIN US for the LA Works MLK Day event: https://www.laworks.com/MLKToday's podcast is brought to you by:Participate: The presenting sponsor of OnEducation is Participate. Lately, teachers from all over have been working together to find new approaches to provide quality, remote education. Participate’s sister company, Participate Learning, presents: United We Teach--a global gathering place for educators to share distance-learning resources and relatable discussions as we navigate these strange times. For these resources and more, including weekly live chats, visit participate.com/oneducation.

What does the selection of Miguel Cardona for Secretary of Education portend for K-12 education? Kevin Welner, head of the National Education Policy Center, joins Jack and Jennifer to discuss how Cardona is likely to differ from Betsy DeVos - and Arne Duncan. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon: https://www.patreon.com/HaveYouHeardPodcast or donate on PayPal: https://www.paypal.me/haveyouheardpodcast

Today we kick off a mini-series on education and law. Intermittently, overly the next 8 months or so, we’ll be airing a collection of conversations with scholars affiliated with the Education Law Association. These shows will touch on timely legal and policy issues affecting education. For our first show in the education and law mini-series, I speak with Julie Mead about her new co-written report with Suzanne Eckes for the National Education Policy Center entitled: How school privatization opens the door for discrimination. In our conversation, we touch on a range of issues related to voucher programs and charter schools. Julie reminds listeners that the dictionary definition of discrimination is not the same as the legal definition. Julie Mead is the Associate Dean for Education and Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin at Madison. She is a member of the Education Law Association. Julie Mead is the Associate Dean for Education and Professor at the University of Wisconsin at Madison. Her latest report is How school privatization opens the door for discrimination. www.freshedpodcast.com/juliemead/ email: info@freshedpodcast.com twitter: @freshedpodcast

Get my 5 Tips To Address Implicit Bias Within Ourselves and Others About Ken Zeichner, Ph.D. Ken Zeichner, is a former public school elementary teacher in Syracuse NY, a teacher educator in the National Teacher Corps, University of Wisconsin-Madison, and the University of Washington. He is currently the Boeing Professor of Teacher Education Emeritus at the University of Washington, Seattle. Prior to joining the faculty in Seattle in 2009, he spent 34 years on the faculty at the University of Wisconsin-Madison. Ken is an elected member of the National Academy of Education, a Fellow in the American Educational Research Association (AERA), a Fellow in the National Education Policy Center at the University of Colorado, and a former Vice President of AERA (Division K Teaching and Teacher Education).  Ken’s books include The Struggle for the Soul of Teacher Education (2018), Empowered Educators in Canada (2017) (with Carol, Campbell, Ann Lieberman & Pam Osmond-Jonson). Teacher Education and the Struggle for Social Justice (Routledge 2009), Studying Teacher Education (2005 Routledge with Marilyn Cochran-Smith), and Reflective Teaching (Routledge 2011 2nd ed with Dan Liston). His current work focuses on teacher education and professional learning, teacher education policy, and engaging local communities in teacher education. Show Highlights Where teacher preparation programs miss the mark on social justice How we can address issues of preparing teachers to be social justice advocates Teacher hiring costs and the return on retaining teachers in high needs areas 0, 2.0, 3.0 Teacher Preparation Programs Removing the “Savior” complex Connect with Ken kenzeich@uw.edu www.kenzeichner.com Additional Resources Advancing Social Justice and Democracy in Teacher Education: Teacher Preparation 1.0, 2.0, and 3.0 Connect with me on Twitter @sheldoneakins www.sheldoneakins.com

Keri Randolph, former Assistant Superintendent for Innovation in Hamilton County, shares her own reluctant journey into the classroom and tries to find out why so few people are taking that path. Asking why no one wants to teach anymore to the following experts: Pete Fishman, Vice President for Strategy Deans for Impact @psfishman Kate Walsh, President of National Council on Teacher Quality @nctqkate Tiffanie Robinson, President and CEO of Lamp Post @LampPostBldgs Barnett Barry, Founder and CEO for Center for Teaching Quality @teachingquality Rickteyzia, Aspiring Teacher and Lasell College Graduate Carole Basile , Dean of Mary Lou Fulton Teachers College at Arizona State Teachers College @asueducation Lance Huffman, former principal Mariel Novas, former community organizer Shanna Peeples, 2015 National Teacher of the Year and author of Think Like Socrates The dread color-coded sheets. They always started arriving around January. The Assistant Superintendent of Human Resources would prepare weekly updates on anticipated job openings at schools in the district and distribute them to the district leadership team. Green meant a school was fully staffed; yellow meant more than 50% of openings had been filled; and red meant more than 50% of openings had not been filled. During my first January in the district, I was shocked to see the abundant red lines and numbers of anticipated openings. Over the next few months, the red lines increased with more than 300 teachers needed to fill openings for the following school year. Our conversations as a leadership team were rarely about quality or effective teachers, but rather a growing lack of certified candidates. Through these conversations, I learned that, some classrooms in our highest poverty schools went without a permanent teacher for months or even a year in high needs areas like math and science. But, we were starting to experience shortages across the board except in our most affluent schools. We moved back the hiring season so that it started in December in hopes of signing teacher early before they could be recruited away. We partnered with our local university to improve teacher preparation and strengthen the student-teaching experience. We started a mentoring pilot to support new teachers in hopes they would stay, but through all of this, I saw a bigger problem. Not enough people wanted to teach in our schools. See below for some references and additional resources to accompany the content in the podcast. The Situation: Framing the Issue. Do we really have a teacher shortage? a. 2017-18 Teacher Shortage Area Nationwide List from the Office of Postsecondary Education at the US Department of Education. Urban, rural, high poverty and low-achieving schools have the biggest staffing problems. b. Some schools and districts (for example, South Carolina) are looking to teacher exchange programs to fill vacancies. c. Retention is a huge issue, but it is outside of the scope of this podcast. We plan to release an episode solely on retention soon. d. We have a national shortage of minority teachers. Teaching is local, and so are shortages. a. Teaching is more local than most professions. Teachers are more likely to teach near where they grew up and receive their training locally, as well. Read more about Deans for Impact on Peter Fishman’s blog, 13 Miles: The Inherent Localism of Teaching. b. Check data from your state here. Shortages can vary within states, within communities and even within districts. Teacher preparation programs are lacking in numbers and quality. a. Declining enrollment in teacher preparation in some parts of the country raise concerns that local supply won’t meet local demand. More on the data included in the podcast from the Learning Policy Institute. b. Teacher preparation program- the quality debate. The National Council on Teaching Quality reviews and ranks teacher preparation programs including traditional and alternative certification programs, though, there’s debate over how to measure the quality of teacher preparation programs. Here’s the link to the Third Way survey, Teaching: The Next Generation, Kate Walsh mentions in the podcast. Here’s the list of alternative teacher preparation programs in Texas. There’s a lot about teaching in many communities that isn’t attractive. a. North Carolina salary schedule referenced in podcast, and blog article on the high numbers of North Carolina who work additional jobs outside of the regular school day. b. The OECD 2017 Education at a Glance report released in September found that the US pays our teachers on average less than 60% of the salaries of similarly educated professionals- the “lowest relative earnings across all OECD countries with data” and the report also noted that US teachers work longer hours than their international counterparts, and this makes the profession “increasingly unattractive to young students.” c. More on Tiffanie Robinson and Lamp Post. d. More on the Center for Teaching Quality’s Barnett Berry. De-professionalization and the Low and High Roads a. The 2017 American Federation of Teachers and Badass Teachers Union Teacher Worklife Survey report decreasing teacher morale and mental health. b. National Education Policy Center’s 2015 brief, Reversing the Deprofessionalization of Teaching c. For more on de-professionalization of the teaching profession: i. Darling-Hammond, L. (2007). Images of teaching: Cultivating a moral profession. In Arcilla, et al (Eds.), A life in classrooms (pp. 16-33). New York: Teachers College Press. ii. Mehta, J. (2013). The allure of order: High hopes, dashed expectations, and the troubled quest to remake American schooling. Oxford University Press. d. Marc Tucker, President and CEO of the National Center of Education and Economy, writes extensively on the education labor market and has been a leader in the standards movement in the United States. He led the writing of America’s Choice: High Skills or Low Wages, informed the high road, low road discussion in the podcast. Reimagining the Teacher Workforce and the Profession a. Read more about Dr. Carole Basile and the work at Mary Lou Fulton Teachers College at Arizona State University to reimagine teacher preparation and the teaching profession. This blog offers more information on some of the work Dr. Basile discussed. b. More on the The Behavioural Insights Team in the UK and their work can be found on their website. The work referenced in the podcast on what motivates the talented young people to join the teaching profession was from personal communications with members of the BIT team during a visit to Chattanooga in the spring of 2016. c. For more on the value and importance of diverse teams, check out this article. There wasn’t time to go international in the podcast, but it is important to note that there are bright spots internationally with high-performing education systems and a professionalized teacher workforce. Finland is one of the most often cited and striking examples, partly because of the success of Finnish reforms but also because of the fairly rapid professionalization of teaching with key policy changes about 40 years ago. Teacher training shifted to Finland’s university system from a teacher college model. Rigorous entrance standards raised the bar for those entering the profession, and teacher preparation programs were designed to be high quality and challenging. By elevating teacher training to the university system, the profession became prestigious and more equal in clout with doctors and lawyers. This high road approach has been accompanied by policy changes to support professionalization such as government funded training for teachers and protected time for teachers to plan, collaborate and hone their craft. It is no surprise that Finland does not have teacher pipeline or teacher shortage problems. In the United States, we do not have the federalized system that supported Finland’s transformation, but one can imagine that there are states and communities who could mimic Finland’s professionalization strategy. Since teaching a local labor market and most teachers are trained locally, states or local communities could work with higher education to raise the bar on teacher candidates. I think it will take policy to make changes, because there is little impetus for higher education to raise standards and admit less students to their programs. The pressure will have to come from the state government as the teacher certification entity and/or from districts who demand higher quality candidates. References: Darling-Hammond, L. (2010). Steady work: How countries build successful systems. In The flat world of education. (pp.164-172). New York: Teachers College Press. Schwartz, R.B. & J. Mehta. (2011). Finland: Superb teachers- how to get them, how to use them. In M.S. Tucker (Ed.) Surpassing Shanghai. (pp. 51-78). Cambridge, MA: Harvard Education Press.

A new national study from the National Education Policy Center indicates that closing schools does not save money or improve education and has a differential impact on African-American students.   Host Kitty Kelly Epstein speaks with Professor Gail Sunderman and discusses the results. The post Education Today – New National Study on School Closings (National Education Policy Center) July 14, 2017 appeared first on KPFA.

Host Kitty Kelly Epstein speaks with Faye Bonninger a research associate at the National Education Policy Center regarding her work around the surveillance of student's in school and its impact on their education. The post Education Today -Surveillance of Students at School Discussion June 23, 2017 appeared first on KPFA.

David C. Berliner, Gene V. Glass, and associates are the authors of 50 Myths and Lies That Threaten America’s Public Schools: The Real Crisis in Education (Teachers College Press, 2014). Dr. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and professor at the University of Colorado. The associate authors are comprised of leading Ph.D. students and candidates selected by Dr. Berliner and Dr. Class for this book. In the book, Dr. Berliner, Dr. Glass, and the other writing associates attempt to expose common myths and lies that are present in the current political and educational landscape. While grounding their writing in academic research, the authors’ wrote a book aimed to be assessable to administrators, teachers, government officials, and the common (non-academic) person. The result is an extensive and yet easy-to-read book, broken into small sections that all pack a powerful punch. The authors do not hold back criticism from those they consider to be purveyors of myths or lies–such as Michelle Rhee, Michael Bloomberg, and Tony Bennett. From properly interpreting American student rankings on international testing like PISA and TIMSS, to questioning the success of the charter school movement, and showing why young students should not be held back, this book uncovers all of these myths and more. Dr. Berliner joins the podcast to discuss this book and also a few other recent events in education. Learn more about your ad choices. Visit megaphone.fm/adchoices

David C. Berliner, Gene V. Glass, and associates are the authors of 50 Myths and Lies That Threaten America’s Public Schools: The Real Crisis in Education (Teachers College Press, 2014). Dr. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and professor at the University of Colorado. The associate authors are comprised of leading Ph.D. students and candidates selected by Dr. Berliner and Dr. Class for this book. In the book, Dr. Berliner, Dr. Glass, and the other writing associates attempt to expose common myths and lies that are present in the current political and educational landscape. While grounding their writing in academic research, the authors’ wrote a book aimed to be assessable to administrators, teachers, government officials, and the common (non-academic) person. The result is an extensive and yet easy-to-read book, broken into small sections that all pack a powerful punch. The authors do not hold back criticism from those they consider to be purveyors of myths or lies–such as Michelle Rhee, Michael Bloomberg, and Tony Bennett. From properly interpreting American student rankings on international testing like PISA and TIMSS, to questioning the success of the charter school movement, and showing why young students should not be held back, this book uncovers all of these myths and more. Dr. Berliner joins the podcast to discuss this book and also a few other recent events in education. Learn more about your ad choices. Visit megaphone.fm/adchoices

David C. Berliner, Gene V. Glass, and associates are the authors of 50 Myths and Lies That Threaten America’s Public Schools: The Real Crisis in Education (Teachers College Press, 2014). Dr. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and professor at the University of Colorado. The associate authors are comprised of leading Ph.D. students and candidates selected by Dr. Berliner and Dr. Class for this book. In the book, Dr. Berliner, Dr. Glass, and the other writing associates attempt to expose common myths and lies that are present in the current political and educational landscape. While grounding their writing in academic research, the authors’ wrote a book aimed to be assessable to administrators, teachers, government officials, and the common (non-academic) person. The result is an extensive and yet easy-to-read book, broken into small sections that all pack a powerful punch. The authors do not hold back criticism from those they consider to be purveyors of myths or lies–such as Michelle Rhee, Michael Bloomberg, and Tony Bennett. From properly interpreting American student rankings on international testing like PISA and TIMSS, to questioning the success of the charter school movement, and showing why young students should not be held back, this book uncovers all of these myths and more. Dr. Berliner joins the podcast to discuss this book and also a few other recent events in education. Learn more about your ad choices. Visit megaphone.fm/adchoices

David C. Berliner, Gene V. Glass, and associates are the authors of 50 Myths and Lies That Threaten America’s Public Schools: The Real Crisis in Education (Teachers College Press, 2014). Dr. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and professor at the University of Colorado. The associate authors are comprised of leading Ph.D. students and candidates selected by Dr. Berliner and Dr. Class for this book. In the book, Dr. Berliner, Dr. Glass, and the other writing associates attempt to expose common myths and lies that are present in the current political and educational landscape. While grounding their writing in academic research, the authors’ wrote a book aimed to be assessable to administrators, teachers, government officials, and the common (non-academic) person. The result is an extensive and yet easy-to-read book, broken into small sections that all pack a powerful punch. The authors do not hold back criticism from those they consider to be purveyors of myths or lies–such as Michelle Rhee, Michael Bloomberg, and Tony Bennett. From properly interpreting American student rankings on international testing like PISA and TIMSS, to questioning the success of the charter school movement, and showing why young students should not be held back, this book uncovers all of these myths and more. Dr. Berliner joins the podcast to discuss this book and also a few other recent events in education. Learn more about your ad choices. Visit megaphone.fm/adchoices

Guest Faith Boninger, Ph.D., National Education Policy Center, discusses the full cost of commercialization of public education and food and beverage marketing in schoolsNEPC