PROGRAM
Michelle Allen
Principal, Icahn Charter School 4
David Coleman
President of the College Board
Valarie Lewis
Fellow at Core Knowledge and Dispelling the Myth Award Winner
Ian Rowe
CEO, Public Prep
in conversation with
David Steiner
Executive Director, Johns Hopkins Institute for Education Policy
If comprehension and critical thinking were all-purpose, content-free skills – as many leaders and educators believe – then the actual content of the academic curriculum would not be important. But such skills – and many others – may depend upon deep knowledge, stored in long-term memory, rather than on the capacity to look things up. An increasing number of educators have come to believe that equal opportunity can only be achieved if all children are taught a sequenced, content-rich curriculum. What is the evidence for such a conviction?
Join the Hopkins-Hunter Forum for Education Policy and Core Knowledge for a conversation assessing the role that a strong curriculum might play in narrowing the achievement gap.