False Assumption 1:
America’s teachers deserve most of the blame for decades of flat school performance. Other factors affecting learning—language problems, hunger, stress, mass media exposure, transience, cultural differences, a sense of hopelessness, and so on and on—are minor and can be overcome by well-qualified teachers. To teacher protests that they’re scapegoats taking the blame for broader social ills, the proper response is, "No excuses!" While it’s true teachers can’t choose their students, textbooks, working conditions, curricula, tests, or the bureaucracies that circumscribe and limit their autonomy, they should be held fully accountable for poor student test scores.
False Assumption 2:
Professional educators are responsible for bringing education to crisis, so they can’t be trusted. School systems should instead be headed by business CEOs, mayors, ex-military officers, and others accustomed to running a "tight ship." Their managerial expertise more than compensates for how little they know about educating.
False Assumption 3:
"Rigor"—doing longer and harder what we’ve always done—will cure education’s ills. If the young can’t clear arbitrary statistical bars put in place by politicians, it makes good sense to raise those bars. Because learning is neither natural nor a source of joy, externally imposed discipline and "tough love" are necessary.
Since the author has worked in the field of education, what does HE know? He's just in favor of the status quo.
Washington Post