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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.

Malcolm Kline joins Andy Nash for a conversation about higher education and Accuracy in Academia.

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.

Washington Examiner columnist Noemie Emery, who writes some of the most thoughtful think pieces around, offered an interesting commentary on what cerebral folks like to call the Zeitgeist—loosely translated as spirit of the times.

“It seems to me, however, that we are safer with the government encouraging science teaching than with an administration getting into the humanities.”—Eva Brann, former dean of St. John’s College in Annapolis, in the Summer 2011 issue of the Claremont Review of Books.

Although its denizens and proprietors like to think of it as a bastion of reason, outsiders trying to wrest information out of the Ivory Tower, such as your servants at Accuracy in Academia, have rarely found it to be. It turns out that some who have worked within it feel roughly the same way.

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.

The nature of the liberal mainstream media and academic elite is such that we typically only hear one side of an argument—and that argument is neither balanced nor contested.

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