Wendy Kopp Quotes

If we're going to see sustainable results from all the other investments we're making in education, we need to build leadership capacity in each and every country.

Fostering the leadership necessary for transformational outcomes in education is hard work, and in countries around the world, there is a constant search for easier solutions.

Teach For America is working hard to be one significant source of the leadership we need.

I'm not just a politician, I'm a guy who has a real deep, substantive, commitment to education.

I think the way to understand Teach for America is as a leadership development program.

I've worked in public education for 30 years - as a teacher, a lawyer and union leader. I've visited hundreds of schools and districts. I've seen leaders from the classroom to the national stage who have been willing to set aside their differences and do the hard work that's necessary to create real, enduring change.

Our nation's commitment is to provide a quality education to every child to serve the public common good. Accordingly, we must shift the paradigm to think of education funding as investments made in individual children, not in institutions or buildings.

We need to focus on helping EVERY child to get a world-class education in EVERY school in this country.

But the best thing Washington can do for education is realize that our role is limited. Washington must keep its promises, but let those who know our childrens' names- parents, teachers and school board members- make education decisions.

Why can't teachers end up owning schools, the way waiters can open their own restaurants?

Where the private sector, or anyone else, has skills, knowledge and resources that can help to deliver a high quality of education and to raise standards, we should use them.

Education should be one of our top funding priorities; talking about it does not help the teachers and students who desperately need promises fulfilled.

I think part of the problem is the education system doesn't work - it's not accountable.

Real Texans want their kids to have the best education possible, not the one politicians looking to brag about budget cuts have left us with.

I was very happy being education minister and deputy to John Cain.

Dr. Margaret Oda, a true trailblazer in education, served as Honolulu school district superintendent and was the driving force behind the middle-school concept and the first chairwoman of the Japanese American National Museum.

For six and a half years, I had responsibility for leading the Labour party policy on education and delivering on our promise of improved opportunities for all our children.

President-elect Bush spoke in a forceful and candid manner that it is his passion that all children should have access to a first class education.

I concentrated on a lot of things, so very few people saw me as an education governor, an infrastructure governor.

We at the Department of Education are going to provide technical assistance; I've committed $14 million to show states how they might meet this more sophisticated approach.

I have said it on several occasions, several times from this podium, that providing a quality education for our children is high on my priority list. I will not stop now.

I'm not an education expert, and frankly I don't want to make education decisions for our state. But I am experienced at successfully managing organizations, and putting people on a path where they can succeed.

In the education debate, people are so passionate about their ideas that we often end up expending more energy shouting at each other than we do pushing for the fundamentals to success in all schools.

They [educators] don't want to hear my views on education. They just want the [federal] money.

I am going to use every rostrum and every forum and every searchlight that I can to tell the people of the country and their elected representatives that we can no longer afford overcrowded classrooms and half-day sessions. We just must not, we just cannot afford the great waste that comes from the neglect of a single child.