LarryI am Professor Emeritus of Education at Stanford University. I was a high school social studies teacher (14 years), district superintendent (7 years) and university professor (20 years). I have published op-ed pieces, scholarly articles and books on classroom teaching, history of school reform, how policy gets translated into practice, and teacher and student use of technologies in K-12 and college.

Confessions of a School Reformer appeared in December 2021. In this book, I track my life and career as a student, high school history teacher, district superintendent, and professor as that life and career unfolded during three major school reform movements in the 20th and 21st centuries.

I entered elementary school and graduated high school during the later years of the Progressive reform movement, taught history and social studies in urban high schools while the struggle for civil rights swept across America, and led a school district as the nation’s schools became swept up in the business-inspired standards, testing and accountability reform movement that began in the 1980s and continues into the 21st century.

In Confessions, I analyze each of these 20th century school reform movements in separate chapters. Following each of those analytic chapters are chapters where I entwine my boyhood and teenage life growing up in Pittsburgh (PA), years I taught high school history and social studies in Cleveland (OH) and Washington, D.C., served as a district superintendent in Arlington (VA), and then as a professor at Stanford University researching teaching, classroom technologies and the history of school reform in the U.S.

Over the past decade, I have completed  research projects that have been published.  One study was of Silicon Valley exemplary teachers who integrated technology into their daily lessons. That project was published as the The Path of a Butterfly or a Bullet: Integrating Technology in Classrooms (Harvard Education Press, 2018). I also looked at how I taught history over 60 years ago in two urban high schools and then returned to those two high schools in the early 2000s to examine how teachers were teaching history in those same high schools. That study became Teaching History Then and Now (Harvard Education Press, 2016).  A few years earlier, I described and analyzed public school curriculum and teaching comparing both to how medical schools prepared and taught students to become doctors. That study became Inside the Black Box of Classroom Practice (Harvard Education Press, 2013).

My next book will appear in 2023. Entitled The Enduring Classroom: Teaching Then and Now (University of Chicago Press),

it brings together different threads of research into and about classroom practice in U.S. classrooms since the early 1900s.


184 responses to “About

  1. Larry:

    Appreciated receiving blog and article on turning aroung high schools. I’ll look forward to future articles. Regards, Art

    • For those of us who taught well , those of us who have survived the various political fashion of education, you have been a rock of resolution.

      You are very much appreciated.

      Bonnie Bracey Sutton

      • Benny Stein

        Dear Larry, I have been following your commentaries for the last four years and find them inspiring in that you show in them that there is hope that we can bring change in bad education reform. Your writing played an important part in many of my papers in my masters degree, especially materials putting teachers in the centre of the school education processes. I am considering writing a doctorate about the price of political involvement and intervention in public education in democratic societies. Do you know of such research by others? I live in Israel where over the last 30 years, political intervention in education has changed naratives extremely wuth the status of the public education system and its teachers at an all time low. I would like to read up about such processes elsewhere.

      • larrycuban

        Thanks for the comment, Benny. Some suggestions about politics in U.S. schools would be to read the text that Mike Kirst has written (The Political Dynamics of American Education), Dave Tyack’s One Best System, and Tinkering toward Utopia. Unless you have already read those books,that should get you started.

    • Carol Kalamaras

      In my files I have found recently a quote from Larry that I used when I replied to a Meet the Press article while I was President of our local Fairfield-Suisun Unified School District Board of Trustees. The date on my letter is September 22, 1983. I believe his quote is still relevant. In my newest interest for trying to understand this dilemma, I am attempting to establish a dialog with Tom Guigni, Sr., who was Executive Director of ACSA (Association of California School Administrators) until he retired a few years ago and was FSUSD’s first superintendent of schools in late 60’s. Why is the system so impervious to change?

      Larry said, “The American high school — a ‘resilient’ and ‘remarkably invulnerable’ institution — has been structured in much the same way since the turn of the century.” (1900 that is)

      I retired from the classroom in 2006 and still see the local high schools reminding me of that French idiom which translated goes “..the more things change, the more they stay the same.” In my over 50 years in and out of the classroom and school libraries (Berkeley High School, 3200 students, grades 10, 11 and 12), I have seen the same old same old. This reminds me also of a speech Jim Olivero gave in the 80’s with the comment that for the responsibility of teaching democratic principles, the American high school is the most undemocratic of institutions.

      I should write a sequel to Bel Kaufman’s Up the Down Staircase!

      Enough said.

    • Geoff Wood

      A look Down Under New South Wales Parliamentary Report:
      Measurement and outcome-based funding in New South Wales schools
      (Source Ben Duckett)
      New South Wales doesn’t seem to be messing about. This is an extract from the Executive Summary from a group of MP’s.

      The know-how exists to make every NSW school a high-quality school for each of its students. This should be a hallmark of our civilisation and the governments that guide it. Yet unfortunately, too many schools have ignored the evidence-base, instead pursuing fad, ideological teaching programs with minimal or negative impacts in the classroom.
      Educationalists ha ve developed a long list of programs and pedagogies without a positive evidence-base. This includes philosophy circles, play-based learning, group work, inquiry-based learning, the development of ‘self-directed learners’, teachers as facilitators, so-called ‘21st Century skills’, general capabilities, creative thinking, growth mindset, ‘emotional regulation strategies’, ‘student impulse control’, teaching emotional intelligence, collaborative classrooms, flexible learning spaces, co-teaching and constructivist teaching.

      Now that’s a report that doesn’t seem to be pulling any punches!
      Full report (183 pages) here: https://www.parliament.nsw.gov.au/lcdocs/inquiries/2539/PC3%20-%20Final%20Report%20-%20Measurement%20and%20outcome%20based%20funding%20in%20NSW%20schools%20-%2018%20February%202020.pdf

    • Deborah Cooper

      HI Larry
      I remember really appreciating your classes and work as a Master’s student in the 1990s. Great to hear you are doing a new book. It will also be relevant to us here in UK and for global educators.
      Best wishes

  2. I found a reference to this post via a twitter comment this evening. The person had commented on one of my tweets looking for literature for environmental literacy. The book I am reading for one of my final grad courses this semester is Teachers and Machines. We are having a rich debate over your observations and also some uncomfortable “ah hah’s.” I find it hopeful that you are still studying education and educators. Not all of us can be replaced by machines – some of us maybe need to be but I think that is your point, or at least one of them. Great seeing you here.

    My professor is currently in Holland, I reside in Asheville, NC, and my school is in Boone, NC. Technology has made my course possible but the people behind the technology make it real and valuable to me. Education has a new face.

    I will keep watching you here.
    Many thanks, Lorraine

  3. Mina

    Dear professor Cuban,

    My MA thesis was on characteristics of teaching in 1:1 classes (year 6,7) during the first and part of the second year initiative. This year the project started its fourth year yet the teaching materials and teaching practices were hardly changed in compare to the first year. My assumption is that we are still thinking about the potential yet expecting that the educational team will be the analysts, the integrators, the users, sometimes the content creators and always teachers of technology all at the same time.
    This initiative is outside of the U.S.

    I found your November 12 post very interesting.
    Looking forward to read your observations on 1:1 4th year.

  4. Larry:
    Great blog! While I am a huge advocate for more aggressive efforts to create more effective schools, and the smart use of technology to facilitate student engagement, etc. as part of that process, so much of the discussion of educational technology has a faddish, “fan boy” quality. I really appreciate your hard headed realism and am looking forward to your book.


  5. Great blog! Thank you for the ongoing mentoring and inspiration for mine!

    GW, Jr.

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  7. Will

    Hi Larry – I read your recent piece that put up on a Washington Post blog, and have looked through your blog. I enjoy reading about your views on DC education, and ed reform in general. I saw in your bio in the post that you taught at Roosevelt – that’s the school I currently work at. I wonder what your experience was like in the district – and what Roosevelt was like back then. I’d also be interested in how the research on the 1:1 program is going – we currently have 14 working computers in our computer lab, all of them more than three years old. I’m going to continue to follow you, and I’d like to invite you back to Roosevelt any time you’d like to stop on by.

    • larrycuban

      Hi Will,

      I taught at Roosevelt 1970-1972 (well before there was a computer lab there) and then left for Stanford to get my doctorate. The years at Roosevelt teaching in the social studies department worked out well for me except for occasional tangles with the principal at that time.

      As for the 1:1 school I have been looking at for two years I have collected a mountain of data but have not yet analyzed all of it. That is my next major project.

      I appreciate the invitation, Will, and may take you up on it the next time I am in D.C.

  8. Larry, I’ve enjoyed reading your blog and your book, “How Teachers Taught”, during my sabbatical. I am researching the future of e-textbooks, e-readers and online reading material. I offer you my lightly-trafficked blog as a token of my gratitude.

  9. Ramiro Zuniga

    As a former public school administrator (19 years) working mostly in the area of administrative technology, I frequently questioned the value of some of the instructional technology practices and descisions that I have witnessed.

    As a doctoral student, I completed a study of teachers’ perspectives of computer technology integration into the public school classroom and found similar findings to those that you have shared over the years.

    I have just completed my first year as a Lecturer teaching a masters level technology course. Know that I consider your work to be a tremendous resource to me and others in the educational field.

    I was delighted to find this blog.

    Keep up the great work!

  10. Larry, I’m your latest fan. I read your book “As Good As It Gets” and found myself nodding my head in agreement quite often. I’m glad I found your blog. I’ve also been posting exerpts from your book on my blog http://www.carmenk12.com

    Thank you for your work and sharing.

  11. hi Larry — Thought you’d like to see Osman Rashid, the founder and CEO of Kno’s reference to your article in his recent Huffington Post op ed.


  12. F. Beryl Kohl

    I’m trying to figure out at which school district you were superintendent. I taught in Arlington County Public Schools in 1972-1976, but lived in the Washington DC area where I was exposed to Alexandria City, Montgomery Co., District of Columbia, and Prince Georges County Schools.

    I am taking a graduate course in The Foundations of Education and in one of our readings by A.R. Sadovnik related to the history of education, you are referenced as observing “a somewhat ironic pattern of cycles of reform about aims, goals, and purposes of education on one hand, and little change in actual classroom practice on the other hand.”

    When you name was quoted, it struck a note of familiarity to me, but I’m having difficulty figuring out which school district you were at. I was also in Southern California until 1970.

    From your biography, it appears you are having a meaningful career of continued key observations.

    • larrycuban

      I was superintendent in Arlington from 1974-1981. I guess we were colleagues and didn’t know it.

      • Chanthary Koch (nee Kim Eng)

        Dear Dr. Cuban,
        I am so glad to have located you. Back in late 1975 or early 1976, I was a newly arrived refugee from Cambodia attending Wakefield H.S. in Arlington. When I felt so lost due to the language barrier, culture change, and loss of family members to the war that had just ended in Cambodia, at an after-school program, I had you for a few sessions of mentorship. I never forgot how you so gently but efficiently explained the 3 branches of the US government, etc. to me. Not until much later did I realize how fortunate I was to have gotten the superintendent of Arlington County schools as a mentor! I want you to know how grateful I will always be to have met a caring educator like yourself.

      • larrycuban

        Dear Chanthary,
        How kind of you to take the time to write and tell me about the time we worked together in Arlington. Your words meant a lot to me. Thank you so much for writing.

  13. Dr. Cuban,
    I just read your Underused and Oversold book as part of my review of the literature for my research paper. I have also come across your name in several studies that I am incorporating into the paper. I have elected to learn more about the integration of technology and its impact on teaching practices or vice versa. Many of the studies I read have left me asking more questions. I look forward to reading more of your books and studies especially since the school I am at has just begun a 1:1 netbook initiative. Your study on that school that has been 1:1 since 2004 interests me. Thank you for continuing to share your wisdom, expertise, and research. You are an asset to the profession.

  14. Dear Larry,
    I am writing from Bhubaneswar, Orissa Province, East India, where I will be living for the next four months as a Fulbright Distinguished Teacher. I found your powerful and inspiring blog while conducting my research here and it is a joy to read. I am here to train master teachers and student teachers at the Research Institute for Education, one of 7 such institutions the Indian govt. estb’d to improve teacher training and instruction and student performance. My emphasis is on teaching skills within history classes that help students gradually develop expertise in reading, writing, reflecting and effectively debating political controversies. The goal is to strengthen civic discourse among the citizens of both the US and India, the two biggest, most diverse, crazy quilt democracies in the world. So far, this opportunity has stretched me in ways I never thought possible (NOT a Yoga reference). I hope to be in touch with you via the internet; you remain very important to me, among the many reasons is that you directed me to Brown and Ted Sizer back in the 80’s which offered me a foundation that is still rock solid and keeps me fiesty and fighting for our country’s children. Warm regards to you and the ‘girls’.

  15. Gilbert A. Diggs

    Hello Larry,

    I was delighted to find your article. I am in discussion with some educators about this subject and you article summarizes very well what I want to say. Congratulations for old times and now.

    Take care and best wishes .

    Gilbert Diggs (Model School Division) Region V, DC School System

  16. George Gordon, Ed.D.

    Hi Doc.
    What ever happened to that shop teacher at Cardozo who had many wild ideas concerning education of inner city youth?
    Well, he opened the largest Graphic Arts School in the metro area (Lemuel A. Penn Center, Career Development Center) in the 70’s and finish his tour of duty as the director, of the DC Apprenticeship School before retiring.
    In addition, he taught classes at Trinity College and used one of your books during the semester.
    He was the Yul Brynner of the darker kind. Smile.
    While passing this way let me say,” it was a pleasure observing you,” during the formative years and listening to your comments from afar.

    Best of the Rest,

    • Angela London

      Dr. Gordon,

      I was just discussing with someone how there needs to be an all class reunion of the Penn Center and I ran across your response. Will be looking into this possibilty. Glad to know that you are still doing well.

      Angela London
      Class of ’81
      Hampton Univ. Class of ’85

  17. http://nyti.ms/fG3zrC

    Larry: Saw your name in today’s NY Times. It looks like these schools are doing some preliminary research as to how iPads can improve learning. None of these projects may produce breakthroughs, but someone has to start.

    • larrycuban

      Yes, Doug, there will be studies done on the impact of iPads. I sure hope that such studies do not repeat the errors of so many studies done of new technologies used by kids and teachers

  18. Great blog. I liked your way of studiying the specific evidence in the classroom and in schools. I am technology consultant and manager of the information and I really found on this blog a source of comprehensive information on the relationship between teaching, values and technology in our time. If you know some Spanish you might be interested in my blog vorpalina.wordpress.com. Thanks for your work, Larry. From now I add you to my list of recommended blogs

  19. Mary


    I’m a retried software developer, reinventing myself as an elementary school teacher just finishing my Masters degree in Elementary Education. I’ve been researching the question: How is technology incorporated into the writing process in the fourth grade. This research has let me to read some of your books and start following your blog.

    What I’m trying to understand is why teachers resist using word processing software when teaching writing and insist that composition be done with pencil an paper even when the school has a 1 to 1 laptop program. Many people would not describe word processing software and computers as technology any longer. I just finished a literature review for my paper and found no end of studies from the 1980’s to 2010 on this topic. The general consensus is students like using word processing software, and once the can keyboard, they will write more.

    In your book, Teachers and Machines: The Classroom Use of Technology Since 1920, there are a couple of very predictive quotes:
    Changing schools is like moving a graveyard – Admiral Hyman Rickover 1983
    There won’t be schools in the future…. I think the computer will blow up the school. That is, the school defined as something where there are classes, teachers running exams, people structured in groups by age, following a curriculum-all of that. The whole system is based on a set of structural concepts that are incompatible with the presence of the computer. …But this will happen only in communities of children who have access to computers on a sufficient scale. – Seymour Papert 1984

    I noticed that Papert’s prediction was restated in the final chapter of Collins and Halverson’s 2009 book – Rethinking Education in the Age of Technology.

    The computer has become part of most other everyday environments, including school administration. To get a job at some Walmarts, you must fill out an application at a computer kiosk in the store. Why do the computers (that have been in classrooms since the 1980s) still sit in the corner gather dust 25 years later?


    • larrycuban

      Maybe asking the teachers directly why they do not use those computers might help you reach an answer. Without knowing more about the actual setting, I would be reluctant to offer reasons from a distance.

  20. I teach 3rd grade at a Title I school in Georgia, and our administration recently polled the faculty about piloting a 1:1 tablet computer program. What are your thoughts on the efficacy of such an initiative at the elementary level?


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  22. Deborah Farrington Padilla

    Greetings Larry. While I was not accepted to Stanford’s PhD program in ICE, I was granted a one-year sabbatical from my school, Sacred Heart Prep in Atherton. My sabbatical plan is to travel to Sacred Heart schools & communities around the world and be a volunteer teacher for 4-6 months each. (My plan includes India, Egypt, Uganda, Mexico & Peru). I hope to learn about the international educational systems & to create student exchange & service learning opportunities between their schools & our school in Atherton. So, all is well. I’m delighted about the possibilities! I’ve been thinking about creating a blog to document my experiences in real time. I’ve come across your blog (Amado forwarded an announcement that you’ll be having a seminar in the near future at SUSE). I like the style & simplicity of your blog, so I’ve done some preliminary research about WordPress. I’ve got a simple question for you: who/what do you have for your WordPress blog host? I understand that WordPress has the open-share software, but that the blogger must find a host. Any insights into this? Any other insights for a beginner blogger? Thank you, and take care. I look forward to your upcoming seminar. peace,

  23. Greg Boddy

    Hi Larry,

    Nice to find your blog (through Amazon). I’ve recently returned to nursing in the last five years, but prior to that I spent 15 years in university education (resources design and production – you know, vids, CD, DVDs, websites, when each of those was fashionable and ‘in’ – I’ve seen them all come and go).

    I did my Master of Education (Hons) in 2001 (University of New England, New South Wales, Australia), and your 1986 book Teachers and Machines stood out during my literature review as a solid critique of the culture of technology and its (sometimes) blind-faith intro to educational settings. There was very little I could find at the time that covered the topic in structured historical detail.

    So I included the book in the lit review for my thesis, which looked at the intro of “flexible delivery” as they were calling on-line learning at universities in the late nineties.

    I never was able to publish my thesis, but I’d be happy to send you an e-copy if you were at all interested. Keep up the critiquing – I know it’s not about anti-tech, it’s about questioning and not taking it at face value.

    Greg B.

  24. Ray Reisler

    Larry, I’d like to be able to send you an email.
    Can you send me an email address?
    Ray Reisler,
    Executive Director
    S. Mark Taper Foundation

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  26. Megan Connerly

    Dr. Cuban,
    I am a current graduate student studying under John L. Rury at the University of Kansas. I stumbled across your blog while studying and completing my comprehensive exam process. It was incredibly insightful and helpful; especially in shaping my thoughts on current reform policies. Thank you for posting as I will continue to follow this in the future.

  27. Hi Mr. Cuban-

    I am writing a term paper which is a literature review on technology in the classroom and whether it is really all that helpful in improving students grades. I am finding your blog to be a great source of information for my research and I was wondering if you would be able to point me to more scholarly articles or actual studies that have been conducted on the direct correlation of technology in the classrooms and academic improvement. Any point in the right direction will be greatly appreciated. Thank you!

    • larrycuban

      Hi Annie,
      Here is an endnote on the linkage between use of technology and student academic achievement that I am using for a draft chapter on 1:1 computing in a high school. Perhaps the sources I cite will be helpful.

      “While there are too many studies to cite here, sorting out those that are sponsored by vendors (e.g., Intel Corporation, “The Positive Impact of eLearning” [San Jose: Intel Corporation White Paper on Education, 2009] and advocates of technology in schools (e.g., John Schacter, “The Impact of Education Technology on Student Achievement” (Santa Monica (CA): Milken Exchange on Education and Technology, 1999) from rigorously done studies, including meta-analyses,completed by independent scholars is essential. Of the latter group, here is a sampling: U.S. Department of Education, Institute of Educational Sciences,“Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort,” Report to Congress, March 2007; Mark Warschauer and Tina Matuchniak, “New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes,” Review of Research in Education, 2010, 34(1), pp. 179-225; Deborah Lowther, et. al., “Does Technology Integration ‘Work’ When Key Barriers are Removed?” (Paper Presented at American Educational Research Association Conference, New York City, 2008); Damian Bebell, and Laura O’Dwyer, (2010). “Educational Outcomes and Research from 1:1 Computing Settings,” Journal of Technology, Learning, and Assessment, 2010, 9(1), pp. 5-14.

  28. Thank you very much, sir.

  29. Keith

    Hi Larry,

    I’m working on a dissertation that concerns the credentialing of technology specialists in education. Finding your name in numerous sources ultimately led me to your blog. While a technology director (and former technology specialists) now, I often wonder if the perceived “failure” of educational technology rests instead on those who often choose the equipment that makes its way into the classroom. Often the “shade tree mechanic” technology specialist is poised to make technology decisions about equipment purchases and the integration of these technologies into the classroom which only then is integrated by the media specialists, school improvement specialist or the instructional technologist. Aren’t we throwing good money after bad by NOT requiring our technology specialists (the hardware techs) to acquire some educational credential in addition to their tech certifications?

    I would welcome your thoughts about this idea and also wonder if you have sources about the history of the technology specialist in public education.



    • larrycuban

      Hi Keith,
      Thanks for your comment. I have a bare cupboard when it comes to technology specialists, including your points about the history of the post and whether they should get educational credentials. I wish I could offer more but that’s it.

      • Hello, Larry, and Hello, Keith, if notice of this reply will still come now that it is 2.5 years later!

        Larry, I just discovered your blog and am so delighted by the conversations, the tone, and the ideas being discussed. I am anxious to learn more! Thank you for your enduring and careful work on teachers and teaching. I cited your book, How Teachers Taught, in my 2013 dissertation on teachers using social technologies in their teaching.

        Keith, Have you read any of Neil Selwyn’s works on critically engaging technology in education? I’m thinking of his 2011 book, Schools and schooling in the digital age: A critical analysis, and his 2010 article, Beyond learning: Notes towards a critical study of educational technology, in the Journal of Computer Assisted Learning. You may find some helpful, related ideas or answers there.

        In my research with five teachers or perhaps in the related readings, conversations, or preparations to be in the different school sites, there seemed to be a growing awareness of the gap between the ed tech people and the classroom teacher and the sense that the gap needed to be addressed in a variety of ways. The teachers I worked with spoke of their expanding burden to curate the deluge of resources in addition to their other increasing responsibilities. I am disturbed that the answer to these conditions seems to be coming from the existing publishing industry dynasties and that the window of classroom-centered innovation and responsiveness may be closing rather than opening.

        Thank you for your work and for the opportunity to comment.

      • larrycuban

        Thank you, Sue, for your comment on blog.

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  32. Larry, I have a question regarding our age-grade school system. Do you think there will ever be a chance that we would opt instead for a self-paced, non-age-delimited system of educating our children? When I think of the possibilities available due to 21st Century technology and the individualized instruction and pacing possibilities that come with it, I wonder if we couldn’t someday see the benefit of a drastic departure such as this from “the way we’ve always done it,” at least since this age-grade educational practice began.

    • larrycuban

      Hi Peggy,
      Thanks for the comment. Yes, of course, there is the possibility of more and more public schools opting for self-paced non-age-graded schooling. Advocates of online instruction and blended learning say that such organizational and instructional changes are coming.If (and I say “if” rather than “when”) such changes occur, I believe that will happen incrementally in places where parents and educators are desperate for better schooling and are mobilized politically to call for such changes.

  33. Dr. Cuban,

    In 2006, in Oracle’s publication Technology in Schools: What the Research Says, Lemke asserted that we should pay “serious attention to Cuban’s recommendation for a critical examination of technology in schools” (p. 3). I find it interesting that in 2009, in Oracle’s updated publication, Lemke, Coughlin, and Reifsneider removed that former assertion and proceeded with their techno-Utopianism. As a K-12 school district technology director, I have observed that the last thing my profession seems inclined to do is critically examine our assumptions about technology. Another poignant example is that the 2004 ISTE technology standards for students included the standard for high school students, “Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.” This standard was removed in the updated ISTE 2007 standards. Strobel and Tillberg-Webb (2009) argued convincingly why it is important for educators to model for their students the critical questioning of technology. Since ISTE removed the critical questioning standard, does that mean that we educators are now off the hook?

    Getting to the point, I have written a dissertation proposal “Philosophy of Technology Assumptions in Educational Technology Leadership: Questioning Technological Determinism.” My question may be a bold thing to ask. Could I interest you in reading my DP for feedback and critique? I have boat loads of scholarly support for my problem statement and research, but the idea of critically questioning assumptions about technology isn’t exactly a popular thing to propose. I thought you might be a kindred spirit.

    Sincerely yours,
    Mark Webster

    Strobel, J., & Tillberg-Webb, H. (2009). Applying a critical and humanizing framework of instructional technologies to educational practice. In L. Moller, J. B. Huett &, D. M. Harvey (Eds.), Learning and instructional technologies for the 21st century: Visions of the future (pp. 75-93), New York, NY: Springer. doi:10.1007/978-0-387-09667-4_5

    • larrycuban

      I had not known about the writings that you describe. Questioning basic assumptions is what scholars are expected to do. So, Mark, I would be glad to read your proposal but it will take at least two months for me to get to it because I have to complete a mss by the end of June. If that is OK, send it along to me.

  34. Ramiro Zuniga

    I will e-mail you directly. Thank you for your interest.

  35. Pingback: From Chalkboards to Smart Boards? Has technology changed the way teachers teach? | Education Reform, Past & Present

  36. Larry: Love your work. Would you be interested in looking at a guest post from me. You can check my blog for bio and to sample the quality of my work. http://DrDougGreen.Com You were a big influence on me while I was doing my doctoral work and I gave my committee a copy of one of your books as a way of saying thanks. Douglas W. Green, EdD

  37. Dr. Cuban-
    I’d like to be able to send you an email. Can you send me an email address?

    Thank you-
    Darren Hudgins
    Instructional Programs Coordinator, OETC

  38. Dr. Cuban –

    Can’t resist offering an update to your post about your experience with the Arlington Chamber of Commerce during your distinguished term as Superintendent of our fine school system. First of all, a few caveats: I am a product of Arlington schools (5th -12th grade) and they prepared me well for my college days. My wife has been a teacher in the Arlington school system for many years. And all three of our children went through K-12 in Arlington. None of these, however, factor into the policy making of my employer of 22 years, the Arlington Chamber of Commerce.

    There was scant recorded history of the Arlington Chamber when I arrived and so I considered that the Chamber had a “clean slate” to start my term. Since then:
    * the Chamber has supported every one of the school bond issues
    * the Chamber has made the sitting Superintendent a voting member of our Board of Directors
    * the Chamber has formed a close alliance with the Career Center and its programs
    * the Chamber has been the largest promoter of the PRIME summer intern program
    * the Chamber offers two scholarships to Arlington students each year (paid for by Arlington’s caring business community)
    * the Chamber’s Education & Workforce Development Committee continues to do fine work under the able leadership of the Schools’ STEM “guru”.
    * this committee is currently leading our participation in a large-scale workforce development project

    The Chamber of the ’70s has faded away. In it’s place is a community building, relevant, and respected organization that cares about all our community. I suspect that this is true of most Chambers these days. Thank you for your insight and recollections. I would welcome the opportunity to meet you sometime.

    Rich Doud, President
    Arlington Chamber of Commerce

    • larrycuban

      What a fine surprise to read your comment updating the Arlington Chamber of Commerce’s relationship with the public schools. I am delighted at the collaboration you describe. May it continue and enrich both the Chamber and APS.

  39. Dr. Cuban,

    I am finishing my doctoral research (so, my Ed.D. is not accurate yet, something I explain on my blog), basically waiting for the Dean to approve of my dissertation before I complete my oral defense. As my dissertation is about the correlation between teacher training and teacher use of laptops in a 1:1 laptop program, I would LOVE to know when your most recent research comes out, as your insight into a more longitudinal study of 1:1 programs would be valuable to include in my review of literature.

    Thank you.

  40. Mary

    I recently found that sometimes the term 1:1 laptop means 1 laptop for each student while in the classroom. While students may travel between classes laptops do not. Each teacher has their own set of laptops which are used by each group of students they see. This is different than each student being assigned a laptop to be carried throughout the day and possibly even take home. Have you found both implementations in your research?

    • Mary

      In a teacher owned 1:1 laptop program the teacher controls the laptops and they are used at the teachers direction. In a student owned 1:1 laptop program the students have control of the laptop and are more likely to explore on their own. They may try things like using spreadsheets, or checking the latest sports scores.

      In a teacher owned program I suspect the ratio of laptops to students is greater than 1:1 as each teacher needs enough laptops for the largest class she has. In a student owned program extra laptops are required to cover broken, lost, or left at home laptops. It would be interesting to see how the numbers balance out.

      Some readers (me for instance) will assume the term 1:1 laptop means the students have access and control of the laptops at least while at school. It would be interesting to know how much time the students have access to the laptop and what applications they are using in both variations of the 1:1 laptop program.

      Does the term “1:1 laptop program” require further clarification?

      • larrycuban

        1:1 laptops in schools does need to be clarified for readers of any study. Do students have access to laptops at home and school, i.e., each student is issued a personal laptop? Or do students have laptops provided by the school in their classrooms that must be returned at end of lesson?

  41. Raj Doobay

    Dear Mr. Cuban,
    I am at OISE studying to teach History and English in high schools.
    I have just read your article (and no I am not asking you to do my homework) on “Why is it so hard to get “Good” schools.
    My question is are you relying on Aristotle’s conception of the good? or are you simply playing with the evolution of the “good” from the enlightenment fractures in education?
    It seems that you are trying to show that education had moved from The “good” to the goods.
    Rajen Doobay

    • larrycuban

      Yes, the evolution of the word “good” as an adjective attached to “school” over time and the different values that the word connotes to both reformers, teachers, parents, and students is what I try to show.There are many versions of “good” schools.

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  44. Dr. Cuban,
    I stumbled upon your blog this morning and am enjoying it. I believe your daughter and I went to middle school together in Arlington, VA. I have since gone on to become a theatre arts educator and am currently pursuing a PhD. in that field.
    Ruth Yamamoto

  45. Art Sheekey

    Larry: Just a note to let you know I’m still tracking your publications and advice. All’s well in Shepherd Park. I’m still connected to CNA, but only serving as a “Senior Advisor/Education.” Forty years of experience of tracking “explaining the relevance of American history” and “school reform and classroom practices.” Regards, Art

    • larrycuban

      Hey, Art, always good to hear from you. Thanks for staying in touch. If all goes well, I will be teaching a course in April and May at Stanford-in-Washington.

  46. georges-louis baron

    Hi from Paris, Larry, glad to see you have similar views as we have here in Paris with Eric Bruillard and other colleagues. Hope you are fine and that we may exchange in more depth some day before I myself become emeritus…

    Bien cordialement

  47. Hi
    I wonder – how can I get in touch with you? I have a question…
    thanks. Or-Tal

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  49. I’ve just discovered your blog, Larry, and I can’t wait to start reading it. I’m an elementary school teacher with an interest in technology in the classroom.

  50. Larry, you once stated in your writing that you were partial to cartoons on education reform. FYI, my cartoon blog, the only one that editorializes on the reform movement using nothing but cartoons, is located at:


    Would you care to review it? If not, please know that readers are given a free permanent license to lift ANY image they want from my site and use in their own literature, on or off line.

    I would welcome ANY kind of response form you or ciritque on the site.

    Diane Ravitch wrote about it back in December.

    Robert Rendo

    • larrycuban

      I did look at the cartoons and would like to use a few. Are there a bunch of cartoons that focus on an issue that you could select and let me see? I would like to see them and consider running the cartoons as a guest blog. What do you think? LARRY

      • Larry, Yes!
        I can gather a few groups based on theme.
        Can we correspond via my studio e-mail at artwork88@aol.com please?
        If not, I will correspond via this forum. Do you have an e-mail address? I would need an e-mail address to send you groups of drawings.
        Thank you for expressing an interest.

  51. BTW, Larry, with regard to technology, I am participating in an avatar teacher coaching program at Pace University in New York in which we teach animated simulated students, videotape our sessions, and critique them. NBC teachers only are involved in this project.

    There are only 18 such sites around the country. The technology has underwent 3 editions, and for my taste, is still crude, but always being refined. It will eventually have to rely on AI to really become cost effective.

    A brief article with my photo can be found at:


    • larrycuban

      Thanks so much for commenting and sending along both the article about what is going on with teachers and technology in your corner of the country. Also the cartoons. I wish you and your colleagues well in the software you are creating.

  52. Larry, is there an e-mail i can send the thematic images to?
    Robert Rendo

  53. Hi Larry,

    I’m writing a story about an elementary school here in southeastern Wisconsin that adopted the “pod” structure. I see that you wrote about this in the past and was hoping you and I could connect for a quick interview? I look forward to it.

    Thanks & take care,

  54. William Allen

    Hello Larry, I am currently working on an organizational development and change article and came across this quote. “every effort to alter intended or taught curriculum has to contend with the past…with buried assumptions about knowledge and about relationships within the classroom that are inherited…a historical curriculum that contains the accumulated weight of previous innovations and mandates…like a coral reef…a mass of skeletons beneath the sea…” I believe this is from one of your articles; Determinants of Curriculum Change and Stability, 1870-1970. Cuban, Larry, 1976-10-15 Would you be able to share this article with me as I am unable to locate it? I would really like to read more and use part of this in my article with the proper citation.

    • larrycuban

      Dear William,
      I do not have a copy of that article anymore. You may find the quote in a later article I wrote for the 1992 Handbook of Research on Curriculum edited by Philip Jackson. I wrote there about curriculum stability and change and do recall using the coral metaphor. Sorry I could not be more helpful.

  55. Dear Dr. Cuban,

    You have worked in two states where school paddling is permitted. In your studies of classroom teaching have you come to any conclusions about why some teachers never use corporal punishment, even when it is permitted, and some use it frequently? .

    • larrycuban

      Here is my guess as to why so few teachers use corporal punishment even in states where it is permitted: over the past half-century, books on child rearing practices and the increase of parents with college degrees and more knowledge of infant and child development, most parents regard slapping, spanking, and other forms of bodily punishment increasingly unacceptable in raising children. Teachers, I believe, themselves knowledgeable about child rearing practices and aware of these cultural changes, have reduced use of corporal punishment even in states where it is legal. How would you answer your own question?

  56. Thanks for your response. Yes, corporal punishment is declining. I founded the Center for Effective Discipline in l987, a non-profit, which seeks to end it through education and legal reform. I formerly was a teacher and school psychologist.

    I am referring to schools where paddling is permitted. Nineteen states allow it including Texas and Colorado although many local districts in paddling states ban it. I’ve heard from teachers and have observed that there are often just a few teachers who do most of the paddling. There are often schools within a paddling district where no corporal punishment occurs and others where it is used frequently. I don’t have an answer to my own question, only some thoughts as to why this disparity occurs.

    Most paddling is done at the middle school level and might be explained partially by the independence-seeking ways of that age group which might pose more discipline problems. Studies have shown that people who were physically punished as children are more likely to believe in its efficacy and use it, including teachers. Some studies by Irwin Hyman, a professor at Temple University, twenty years ago suggest that teachers who favor paddling have more rigid personalities.

    • larrycuban

      Thanks for your comments on paddling, especially in middle school, Nadine. I do not have anything more than the guesses I offered before.

  57. Miki Poy

    Hi Larry!

    My name is Miki Poy and I am an associate with the Philadelphia School Partnership (PSP), an non-profit investment fund that provides growth capital to improve the quality of education in Philadelphia. I am reaching out to start a conversation teacher-led schools, an initiative that PSP is currently exploring. We are in the process of planning a mini-conference on the topic of teacher-led turnarounds and would love get your thoughts. I came across your blog during my research and was interested in your take on the issue (beyond what I’ve already read). I am hoping to set up a time with you in the next few weeks to chat. Please let me know when you might be available. Thanks!


  58. Hi Larry,
    I’ve been a teacher for 10 years now, in various schools public & private, also years spent working as a literacy consultant for OUSD, mainly inside homeless shelters and foster group homes where OUSD kids live. There is a huge push going on at OUSD for more computers, but I remember well reading two books, THE FLICKERING MIND, The False Promise of Technology in the Classroom and How Learning Can Be Saved; and Richard Louv’s THE LAST CHILD IN THE WOODS. But I can’t find any current data proving (at least relatively) that high technology helps or hinders authentic learning. Do you know anything about this? One thing I do know, according to a panel of science experts I heard on NPR last week, the average child now spends 4 minutes outside and 7.5 hours behind a screen, not good. I don’t want to lead my homeless kids and their parents/guardians down “the rosy path” that leads nowhere. Any hints will be greatly appreciated! Thank you. Todd Pratum.

    • Just to be clear, I mean current data, current studies, because I know the heads at Oakland Unified School District (Oakland CA) will ask me for that. Right now they want me to sign onto a huge budget dedicated to buying laptops and iPads for my homeless kids….and right now I have big doubts. I also work with wealthy kids in Palo Alto at a special private school for gifted kids, they are wondering more openly about this questions of computers & learning. Thank you again.

    • larrycuban

      Todd, thanks for your comments and questions. The press to buy iPads and similar devices is very strong now not only in OUSD but across the nation. Research studies really do not matter even when there is underwhelming evidence from rigorously done studies that gains in student achievement (much less “authentic” learning) occurs. The strongest reasons given by school officials, parents, and vendors are that kids need the technological skills to compete in the labor market. Another powerful reason is that when Common Core standards will be tested in 2014-2015, all testing will be online and both hardware and software will have to be available for kids to be tested online to determine if kids have met Common Core standards in reading and math.

      Insofar as suggestions, here are a few. If any of your students have disabilities, having iPads with apps for reading and math and other skills can help students if their teachers are with-it technologially. There is lots of evidence that content and skills can be individualized for special ed students. Buying iPads for a pilot program to be used by teachers and students for part of the school day (and after school) is a useful first step rather than large-scale purchases. Finding the tech-savvy teachers who are eager to work with carefully selected software with small group of students is a crucial first step.

      As you can see, Todd, I am suggesting doing something with tablets as a worthwhile small step for selected kids and teachers for a portion of the school day.

  59. Hi Larry,

    My name is Eric Larson — I’m a reporter for Mashable.com. I’m writing an article about how high schools in the U.S. are changing their curriculums to provide a more 21st century-based level of skills — computer science, robotics, programming, etc.

    I’d love to get your input. Please send me an email if you’re free to talk: eric [at] mashable [dot] com.


  60. Alec B.

    hello Larry,

    My name is Alec Baldwin and I’m a high school senior at Evans High School in Georgia. I’m writing a research paper on Christianity in Schools and how this almost discriminatory censorship in texts books and also just religion related objects are being removed from schools has effected High School students’ attitude toward authority and life in general. I realize this is a sensitive issue to many people and I’m looking for a source whom has experience in the school system and is as unbiased as possible.
    I also read your article on the differences (or lack thereof) between children today compared to children of the 1890’s. it provide valuable material for my paper as well.

    Alec Baldwin

    • larrycuban

      Thanks for commenting, Alec. As to sources, I would look first at the series of U.S. Supreme Court decisions that have ruled on religious practice in schools. Perhaps a focus on Xmas celebration in schools also. As to which people to look for, I do not know of any names to forward to you. Perhaps some of my readers can suggest sources that seek to be unbiased.

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  62. Larry, I would love to hear in your 1:1 study what the situation is for students who don’t have access to Internet at home. Perhaps the students selected for the study do, but I’d love to know how that is being addressed. Thanks!

    • larrycuban

      In the two year study of one high school, kids could take laptops home, go to a friend’s house with Internet, the library, community center, and yes, a Starbucks.

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  66. Joanne M Grimes

    Hi, Larry,

    Don’t know if you will remember me from your Arlington days, but I remember you well as the most inspiring education leader I have ever worked with and one who truly understood instruction. Would love to see you if you are ever in Arlington. Joanne m grimes. Email: joannemgrimes@hotmail.com

    • larrycuban

      How nice to hear from you, Joanne, after all of these years. I sure do remember your work in reading while I was superintendent. Thanks for writing.

  67. Hi Larry,
    Just saw the piece on “complicated and complex”. FABULOUS as usual. I quote you all the time. Now I have another great concept to use. Hope you are doing well. I think of you very often.

  68. Greetings Larry, I’m a radio producer working on a story about the changing lexicon of schools for New Orleans’ NPR station, WWNO. Here in New Orleans, where our count of public schools is officially at zero, schools are all “academies,” and students are all “scholars.” I wonder if I could talk to you about this story? You an reach me at eve@eveabrams.com
    Thanks so much.

    • larrycuban

      I will send email to you.

      • Art

        Larry: This is to let you know that Shepherd Park continues to follow your writing and research findings. I forwarded you article that focused on school superintendents. I passed it on to my friend and former colleague at CNA, and got a reply that he also continues to appreciate your findings. Art

      • larrycuban

        Thanks, Art, for the note about the superintendent post. When you next see or email Bud, pass on my regards. Always appreciate hearing from you.

  69. Cliff Sloane

    Larry, I wish I had thought of looking for your writings earlier. Twenty years ago, I read a powerful piece you wrote called “Reform Again and Again and Again.” All these years later and I still remember its impact on me. I heard that story about New Orleans, which is why I sought you out. Thanks.

    • larrycuban

      Thanks, Cliff,for your getting back in touch. I do not know which New Orleans story you refer to, however. Nonetheless, I appreciate your words about the piece I wrote over 20 years ago.

  70. Art

    Larry: I failed to mention that my CNA colleague is Bud Spillane. Art

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  72. I have been following technology in education since 2009. I recently noticed the significant increase in interest in the Hour of Code event started by Hadi and Ali Partovi and supported by Bill Gates and Mark Zuckerberg.

    Because this effort is another of the totally outside of public educations efforts (such as Khan Academy) and because I teach robotics to elementary kids and see the positive effect it has on their learning I would be interested in your reaction to the Hour of Code event (http://hourofcode.com/) this year. It will happen Dec 8 – 14.

    These are some of the things I observed in the last month:

    Every time I go to http://code.org/ it’s bigger and better and has more ways to learn to program

    Last year I started using Google’s Blockly app to teach switches and loops to 4th – 6th graders in the robotics club – it had a puzzle and a maze.

    This year we are using it again and it’s grown significantly ( https://blockly-games.appspot.com/about?lang=en ) , added about 5 more games and now http://code.org has it’s own blockly tutorial that includes an angry birds version of the blockly maze which morphs into a plants vs zombies version ( http://studio.code.org/hoc/1 ).

    I was reviewing some links the students had send me for the Hour of Code challenge and discovered this new toy on Googles Blockly App sight – https://www.makewonder.com/

    Since 2012 I’ve taught kids from 3rd grade up programming using:

    Khan Academy’s Computer Programming – https://www.khanacademy.org/computing/computer-programming
    Blockly – Wired article on Google’s Blockly
    Code.org – started with the Hour of Code in 2012
    In conjunction with Lego Mindstorms NXT Robots
    This year Khan Academy added a tutorial on Lego Robots https://www.khanacademy.org/science/discoveries-projects/lego%20robotics

    Looking at the changes over the last 3 years, learning to program outside of school curriculum in the lower grades appears to be growing significantly:
    * This is a movement totally from outside the public education establishment.
    * This year there was a parent pushing for our local elementary school (where I do robots) to get teachers behind the Hour of Code.
    * If you google “hour of code” and select google news – there are a large number of stories on this topic.

    So the question is given the growth over the last few years how will this movement impact public education specifically in elementary schools?

    • larrycuban

      The marketing of coding in K-12 has been stellar in past few years. Schools drafted to meet national economic needs is, of course, nothing new. The dearth of computer science graduates and need for software engineers has been advertised unrelentingly. For those schools, mostly in middle and upper-middle class elementary schools I do expect coding to be picked up–even more so after 12/14–but as a “movement’ to bring coding to all elementary school students, I doubt it. Coding, in my opinion, is another instance of “educationaizing” national problems. What you do, Mary, sounds first-rate and I wish you well.

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  74. I would love to have you back in Mapleton to see our progress … we’ve made several mistakes along the way – while we continue to grow…


  75. Carol Kalamaras

    If you haven’t discovered Lani Guinier’s new book, The Tyranny of the Meritocracy, you need to order it now and watch, also, her 3 hour interview on booktalk.org. There is hope with programs such as the Posse Foundation is trying to support. I am pleased to see east coast efforts making some positive inroads to democratizing the American high school. There is hope again to see a more caring approach for rehabilitating the comprehensive high school.

    There is a refreshing aspect to truly repurposing the high school to reflect a “thinking curriculum” and an atmosphere that produces student collaboration and problem solving. I am impressed with the chapter on University Park High School and that whole section on practical solutions. Diversity of opportunity and social mobility used to be the benchmarks of equal access in our country. Providing this kind of framework for all of our young people is not just a score on a scantron or statistics on a piece of paper school by school to show successful competitive data.

    In Guinier’s book she details a new paradigm that is remarkably successful for at risk students in particular.

  76. UzmaTaufiq

    I sent an email on your Stanford address recently . Plz! read it. The subject is’ Education Reform, different world’s, same issues.’
    I have read many of your articles on education and recently the insight on the use of technology in classroom. I am otherwise following USA s education drifts daily through updates on facebook pages . I might be more current than many in USA right now.:-)

  77. Jean D. Johnson

    Dr. Cuban, I just want you to know that I have published some e-books on Amazon. When Mom died (your secretary, Bettye Dudley), I found that I couldn’t write letters to her, but I could write poetry. This year, I compiled all of the poems I wrote during the first year without her into an e-book. The poems are about losing a mother and the cycle of grief. The book is called “Poetry on the Loss of a Mother.” I had some other poems I had written that addressed depression, anxiety, motherhood, the seasons, and more and I made those into a book called, “My Bouquet of Poems.” Last, but not least, Mom put together a big scrapbook of her life for me several years before she died. I compiled another book of her scrapbook of her life, her last letter to me, and two creative writing stories about her life that I found among her things. It turns out that she was a very good writer. I knew that she was a good secretary, but she didn’t pursue writing until her senior years. I hope you’ll take a look at the books (you can do so by using the Look Inside feature), and I hope you’ll let me know what you think. Here is a link to my author Facebook page, also: https://www.facebook.com/MyPoeticGarden/?ref=aymt_homepage_panel
    Things are going well here. I still miss Mom terribly, but my little family is doing well, so I’m grateful for that.

  78. Kate Rosok

    Hi Larry,
    I just read your “Recycling Poverty, Segregated Schools, and Academic Achievement: Then and Now” post and felt compelled to write to you. I so appreciate your perspective on education. How would I have learned about the Coleman report without you? And that is just one of many instances over the past few years where you’ve shed a light on education in the US. Thank you.
    Kate Rosok

  79. matthewherrity

    Hey Mr. Cuban,
    I’m Matthew Herrity, a Junior at Washington-Lee High School, and student reporter for our school newspaper “Crossed Sabres.” I’m currently doing a story on the boundary changes happening in Arlington and I have been able to uncover a lot of information about the boundaries history through the archives but thought you would know much more to help me fill in the gaps. Is there anyway I could interview you over the phone? If you would like to email me a response I can be reached at matthewherrity@gmail.com. I would be extremely grateful for any time.
    Matthew Herrity

  80. Dear Larry Cuban, I have taken note of your book “Teachers and Machines: The Use of Technology in the Classroom since 1920”, and would like to establish contact with Facebook or other medium with you. I am a teacher of Post-Graduation in Education in Brazil, my email is maristaniz @ hotmailcom. My resume is available at http://lattes.cnpq.br/8058990518394490
    Thank you very much

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  84. Tim Truehouse

    I am curious if you have done research into the effects of Lumina Foundation’s mission of increased access and completion on the structure of education and teaching, or perhaps this foundation, James G. Martin Center for Academic Renewal. What is their “reach” in terms of policy and legislative agendas?

  85. Emmanuel Antwi Boasiako

    Hello Professor Emeritus Cuban,
    I am Mr. Emmanuel Antwi Boasiako, a graduate from the University of Cape Coast, Ghana who read B.Ed Social Studies and has served in two Senior high Schools in Ghana Opoku Ware School and Kumasi Academy as a social studies teacher. I am inspired by you so I have decided to choose you as my mentor. A day has come where the good teacher has to make an impact on other people across the world. Reading your book alone inspired me but I think I will be glad if you are my supervisor in my MA education(POLS). intellecto71@gmail.com is my email, I will be very glad if am able to reach you privately on email. Thank you
    Yours sincerely
    Emmanuel Antwi Boasiako

  86. Daniel Stein

    Dear Larry,
    I hope this message finds you doing well.
    I’m so proud of your accomplishments over these many years. I can’t think of anyone more deserving of any form of praise that comes your way.

    After 9 summers at Camp Blue Mountain, 1960 was my last there. Frank Brosgol was my senior counselor and I was his second for the final six weeks. Two coincidences came out of that season. The first was that Frank became an MD and moved to my town in Westchester County New York where we met in his office in 1980. The second was that one of our campers was Joe Klein of “Primary Colors” fame.
    Of course I’ve never forgotten your ability to drive a softball well over 300 feet, or your Ohio accent. And I’m very confident that so many children benefited from your leadership and warm demeanor. I also remember your co-counselor Dave Madden from 1955 or 1956. He wrote a TV sitcom based on his experiences at Blue Mountain.

    Most of my own learning has taken place outside the classroom or the world of work. I believe that is because not everyone is able to benefit from a college experience at age 18, or even 21, for that matter.

    Since I expect to turn 80 in October, i’d Be glad to exchange more, if you’re so inclined. In any case here’s wishing you the best of everything.

    Daniel Stein
    Chappaqua, NY

    • larrycuban

      Dear Daniel,
      How kind of you to take the time to write! BMC days still remain vivid in my mind (including Morris and Martha Escoll). 1960 was my final year as head counselor. I began in 1955 just after graduating from Pitt. Over the years, I have heard from various former campers, some even visiting California and looking me up. Those get togethers have been great. Yes, let’s get an email back-and-forth going. Tell me what you have doing since 1960. Larry

      • Daniel Stein

        Dear Larry,

        At CCNY I participated in a number of musical venues with a thought of majoring in music. It was there that I met my future wife in January of 1961.
        After floundering by June of 1963, and taking a Selective Service physical I was declared 1A. A counselor advised me to fulfill my military obligation before resuming college. When I swore in at the New York Army National Guard I found that the enlistment which began in October of 1963 was for six years.
        Simultaneously I was looking to start some career in the business world. My first two paying jobs were short term insurance claim jobs. I married in 1965, and we celebrate 55 years in July. In 1967 I used my health claim knowledge to begin at Metropolitan Life. Not long after joining I tested for computer programming work, and succeeded in staying another six years.
        Our son was born in 1970 and so when we moved to Westchester County a year later, it became important to find work there if possible.
        So I started with General Foods in 1974, and survived numerous reorganizations for 22 years. When the parent company Kraft dissolved their New York activities, I could not accept a transfer to the Chicago suburbs or Madison, Wisconsin.
        (Why is a very long story)

        We moved to our current location in 1981 (19 years before President Clinton).

        If you want to ask me about anything I’ve written, I won’t hesitate to answer but I’ve already warned you that some answers could be very lengthy.

        You can blame this exchange on the emergence of the internet, since I found out about you in 2002 doing a search. And I very much regret not reaching out sooner.

        Best always,
        Daniel Stein

      • larrycuban

        Let’s continue this through email, Danial.

  87. Eric Lin

    Dear Professor Cuban
    I am Eric Lin from Psychological Publishing Co., Ltd. in Taiwan.
    We would like publish the Complex Chinese edition of one book.
    Would you please email me, then we can discuss by email?
    Thank you.

    Eric Lin
    Vice President & Editor in Chief
    Psychological Publishing Co., Ltd. (http://www.psy.com.tw)
    7F., 288, Guangming St., Xindian Dist., New Taipei City 23147, Taiwan
    Tel: 886-2-29150566 ext 110 Fax: 886-2-29152928
    Email: psychoco@ms15.hinet.net

  88. bluecat57

    Thought you might find this article interesting:
    Disrupted schooling, learning loss will have effects long after pandemic, say education expert

  89. bluecat57

    Here’s another article you may find interesting. It is about schools in the UK.

    Lost learning expert group scrapped by DfE before it’s even set up

    I’m a bit of an extremist sometimes and have been suggesting since last August that all students repeat their “lost year” (Spring semester). At this point in time, all families have just been screwed over by government fear-mongering. (That’s my opinion.)

    One of my children is taking a Gap Year (actually dropping out of college after 3 years) because doing classes remotely was even worse than in-person. My other child is still doing well, but I’m guessing that their residential college experience is significantly diminished because they are NOT allowed to interact with any other students anywhere, on- or off-campus. They can interact with the roommates and that’s it. They get a small amount of interaction in the few in-person classes and can have all the Zoom interaction they want.
    A residential college experience is all about growing up and partying with your friends. They learn how to deal with difficult personalities and to get along with everyone to accomplish things.
    I’ll stop now. Lunch time for the cats.

    • larrycuban

      Thanks for the UK piece on Covid-slide learning there. Don’t know about repeating a semester but surely going to school longer–an abbreviated summer 2021 of two weeks off and the rest in school may be in the offing.

  90. bluecat57

    Here is another article idea.
    When did they add the A(rts) to STE_M?

    Foster STEAM Skills for a Future Python Perfectionist With These $29 Coding Kits From Juku”

    I know it was several years ago because I started commenting about it when my kids started High School.
    Bloggers keep saying: You should encourage your kids to pursue STEM degrees because STEM can’t be corrupted by Leftist ideology.
    And I kept replying: Wanna bet?
    I am still looking for the paper that some Clemson University engineering professor did 5 or so years ago. The study was something like:
    On becoming an engineer. How….
    You know, one of those weird touchy-feely long big word titles to attract grant money.
    I am absolutely certain I bookmarked or otherwise tagged it so I could find it again but it is lost in the 100,000 plus items on my computer/search history. (An UNDER estimate of the number.)
    If I ever find it I will pass it on.

    • larrycuban

      Thanks for the comment.

      • Dear Larry,
        I’m at the University of Michigan in Ann Arbor, Michigan, in a graduate program leading to secondary teaching certification. I was referred to your blog by Dr. Taylor Hicks, a Central Michigan University professor of English and education.

        In reading your recent blog post “Great Superintendents?” of 29 October, I’m reminded that here in the Detroit area, where public schools continue to make encouraging strides forward after the city’s bankruptcy, the same can’t be said about our beloved, and increasingly maligned, NFL team the Lions. As you may know, a new coach is often brought in to do similar things that a new school superintendent (or even a corporate turnaround specialist) is required to do: in this case, turn around a failing team. Similar to new superintendents, a new coach can also pile up some enemies (the owner, front office management, players, and fans) after making tough decisions similar to ones you describe in your blog post concerns a new Superintendent’s decisions; trading and/or discouraging great talent, doing more with less, and trying to motivate highly intelligent professionals to achieve greater performance outcomes when they may be able to see the unrelenting pessimistic writing on the wall.

        Leaving the football analogy, I agree that new superintendents are on the hook to produce strong results as early as possible, but then could still be criticized when they succeed, possibly for not sharing the credit with educational experts and/or political leaders for whatever turnaround does occur, or for possibly marginalizing union leaders for the sake of expediency in bringing about needed (or perceived needed) changes, or even upsetting students and parents along the way – possibly too many stakeholders to consider for the coalitions necessary to effect the greatest, and most sustainable, changes.

        You also mention how in the case of great superintendents, there are three practical measures of superintendent “greatness:” Longevity, achievement of key tasks, and improved overall student outcomes.
        And it’s the third measurement you discuss, improved overall student outcomes, which I wanted to ask for some additional information and clarification.

        Through your educational experiences, senior positions, and interest in education issues, I wonder what significant roles you think a new superintendent can perform and what significant actions they can take, to create the type of positive, respectful, warm environment that would mobilize and enable the necessary support for teachers – either through professional development, additional resources, and /or achieving gains through educational technology tools and online platforms — to be able to achieve the significant improvements to student outcomes in a school system where a new or new(ish) superintendent is on the hook for achieving them?

        As I and my classmates prepare ourselves for interviews with various school districts in Michigan and elsewhere in the coming months, I know I’m looking at school districts/systems that are, as a matter of routine and not for quick results, setting teachers up for success by ensuring all the support I mentioned herein.

        So, in addition to what great superintendents should do, while being aware of their context and in pursuit of longevity and improved student outcomes, what should new teachers be looking for in school districts/systems to begin to have a sense that they may be landing in a great place, or context, in which to pursue their longevity and improved student outcomes.
        Thanks in advance for your attention and consideration.
        Sincere regards,
        Peter Pollis

      • larrycuban

        Thanks for taking the time to comment. I read your request for advice carefully and decided to do what I have done for decades. Avoid like the plague giving generic advice. Yes, when I get to know a particular person reasonably well and learn about the context that person is considering, I will ask questions about the fit of the person to that particular setting. Beyond that, however, I have learned the hard way that any advice-giving has to be tailored to the both the person and the context.

      • Dear Larry,
        Is there an e-mail at Stanford or elsewhere to follow up with you? I received your reply and it noted that it might be better to follow up via e-mail than through the blog.

        Thanks and best regards,
        Peter Pollis (plp@umich.edu)
        University of Michigan School of Education
        Graduate Program in Education for Secondary Teacher Certification

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  94. Dear Larry,

    I’m at the University of Michigan in Ann Arbor, Michigan, in a graduate program leading to secondary teaching certification. I was referred to your blog by Dr. Taylor Hicks, a Central Michigan University professor of English and education. I’ve started to follow your blog and have been very pleased with the topics you’re covering and your thoughtful comments.

    In reading your recent blog post “Great Superintendents?” of 29 October, I’m reminded that here in the Detroit area, where public schools continue to make encouraging strides forward after the city’s bankruptcy, the same can’t be said about our beloved, and increasingly maligned, NFL team the Lions. As you may know, a new coach is often brought in to do similar things that a new school superintendent (or even a corporate turnaround specialist) is required to do: in this case, turn around a failing team. Similar to new superintendents, a new coach can also pile up some enemies (the owner, front office management, players, and fans) after making tough decisions similar to those you describe in your blog post when it concerns coaching decisions; trading and/or discouraging great talent, doing more with less, and trying to motivate highly intelligent professionals to achieve greater performance outcomes when they may be able to see the unrelenting pessimistic writing on the wall.

    Leaving the football analogy, I agree that new superintendents are on the hook to produce strong results, and as early as possible, but then could still be criticized when they succeed, possibly for not sharing the credit with educational experts and/or political leaders for whatever turnaround does occur, or for possibly marginalizing union leaders for the sake of expediency in bringing about needed (or perceived needed) changes, or even upsetting students and parents along the way – possibly too many stakeholders to consider for the coalitions necessary to effect the greatest, and most sustainable, changes.

    You also mention how in the case of great superintendents, there are three practical measures of superintendent “greatness:” Longevity, achievement of key tasks, and improved overall student outcomes.

    And it’s the third measurement you discuss, improved overall student outcomes, which I wanted to ask for some additional information and clarification.

    In your opinion, through your vast educational experiences, your senior positions, and continued hand in education issues, I wonder what significant roles a new superintendent can perform and what significant actions they can take, to create the type of positive, respectful, warm environment that would mobilize and enable the necessary support for teachers – either through professional development, additional resources, and /or achieving gains through educational technology tools and online platforms — to be able to achieve the significant improvements to student outcomes in a school system where a new or new(ish) superintendent is on the hook for achieving them?

    As I and my classmates prepare ourselves for interviews with various school districts in Michigan and elsewhere in the coming months, I know I’m looking at school districts/systems that are, as a matter of routine and not for quick results, setting teachers up for success by ensuring all the support I mentioned herein.

    In other words, in addition to what great superintendents should do, while being aware of their context and in pursuit of longevity and improved student outcomes, what should new teachers be looking for in school districts/systems to begin to have a sense that they may be landing in a great place, or context, in which to pursue their own longevity and improved student outcomes.

    Thank you in advance for your attention and consideration.

    Sincere regards,
    Peter Pollis

  95. Dear Larry
    Thanks for your reply several weeks ago. I was traveling. You indicated that some issues might be better to discuss via e-mail, so please feel free to send me a message at my university e-mail address and we can further discuss some of the questions I asked you.
    Peter Pollis
    University of Michigan School of Education

  96. baw

    Hi, this is Irina. I am sending you my intimate photos as I promised. https://tinyurl.com/2guf9bd4

  97. Larry, Appreciate your wisdom and expertise! I’m researching instructional practices and innovations, and can’t seem to find substantial statistics on the prevalence of instructional practices (e.g. direct instruction, student-centered, active learning, constructivist, inquiry-based, etc.). Could you guide me on this? Thanks much, Dain Olsen

    • larrycuban

      I have had the same problem over the years that you have had in figuring out “the prevalence of instructional practices (e.g. direct instruction, student-centered, active learning, constructivist, inquiry-based, etc.” I try to answer this question in my forthcoming book “The Enduring Classroom: Teaching Then and Now” to be published by the University of Chicago Press.

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