Dartmouth is such a special college with its rich history, dedicated student body, and, as I've been learning more recently, colorful customs.

We aspire to be equal opportunity, but all across the country where a student is born, their race, their class affect where they end up.

It's time to declare a cease-fire in the education arms race. We have far more to gain from collaborating to solve our common problems than competing for higher rankings.

A core part of Teach For America's mission has always been affecting positive change in the traditional public school system.

Kids who live in low income areas face extra challenges and show up at schools that were not designed to meet their extra needs.

Education is the most powerful tool countries have for boosting economic growth, increasing prosperity, and forging more just, peaceful and equitable societies.

Let the tech firms and consulting firms build your skills, but be sure to ask yourself, 'Am I maximizing my impact?' 'Am I living up to my values?'

Whenever we've seen the kids in the most disadvantaged context truly excel, always it's been in classrooms and in whole schools where there is a clear vision of where the kids have the potential to be.

The teachers are trying to build the same culture in the classroom as we're building in the organization.

The idea that computers can ever replace teachers and schools reveals a deep lack of understanding about the role leadership plays in student success.

As a senior at Princeton, I felt like the whole world was open to me. In our country, that's not a given. We aspire to be a place of equal opportunity, and yet where you're born determines your prospects.

The mission that unites all of the programs of the Teach For All global network is that of cultivating the leadership capacity critical to ultimately ensuring educational opportunity for all.

If we freed up all the money in the certification process, think about how much more money we'd have to put into teacher salaries.

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.

You will find it will almost always be more comfortable to sit on the sidelines and critique the builders from afar. But at the end of the day, the people who make a difference, the people who shape history, are not the haters.

Common Core results finally give families an accurate barometer of whether our kids are mastering the skills they need to succeed in a knowledge-based global economy, early enough that we can intervene.

Across the globe, disadvantaged children are not living up to their potential because if they attend school at all, the schools are usually not designed to meet their extra needs.

I've heard a number of our alumni - people who are running schools and school systems - think a lot about different models for the teaching profession.

When kids are met with the highest expectations and given the extra supports they need, they can be as motivated as kids anywhere.

In the long run, we need to build a leadership force of people. We have a whole strategy around not only providing folks with the foundational experience during their two years with us, but also then accelerating their leadership in ways that is strategic for the broader education reform movement.

Competition and competitive rhetoric can be healthy. It's what drove the United States to pursue the Soviet Union into space, creating countless innovations along the way.

Teach For China recruits top American and Chinese college graduates, like 26-year-old Yang Xiao, to teach in the country's most disadvantaged schools.

It's easier to poke holes in an idea than think of ways to fill them. And it's easier to focus on the 100 reasons you shouldn't do something rather than the one reason you should.

We look for people who demonstrate perseverance in the face of challenges, the ability to influence and motivate others - people who want to work relentlessly to ensure that kids who are facing the challenges of poverty have an excellent education.

Kids in urban and rural areas face so many challenges, and they show up at schools that don't have the extra capacity or extra resources to meet their needs.

Cultivating more leaders who reflect our heterogeneous society depends on universities' transparent use of race as one of many factors in an admissions process that is accessible to all.

In a society that glorifies the pioneers, it's easy to think that an endeavor is only worth pursuing if you can be the first to pursue it.

All over the world, children facing the challenges of poverty attend schools that aren't designed to meet their extra needs; across country lines, the lives of marginalized kids look far more similar than they do different.

We have found that the most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic.

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.

As a white woman with a privileged education, I'm keenly aware that I founded an organization that can only realize its goal if it enlists many more leaders who share the backgrounds of the students and families we work with.

Ending educational inequality is going to require systemic change and a long-term, sustained effort. There are no shortcuts and no silver bullets.

I think Teach for America has suffered from the fact that I did not teach, in a major way. I also think if I had taught, I wouldn't have started Teach for America.

Education must be the only sector that hasn't already been completely revolutionized by technology.

We're looking for people out there who have demonstrated that they are leaders, have track records of achievement, and want to be part of a force... of a much larger force of determined people who want to bring about, ultimately, institutional change.

The U.S. has a long history of walking up to the precipice of rigor and then walking away. As voters, let's support leaders who were courageous enough to make the hard decisions necessary to move our system forward. And as parents, let's put our faith in our educators, our children and tests that hold them to their highest potential.

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

We go around and talk about what are each of the kids most proud of from the previous week.

It gets to whether we're a teacher-education model or a movement for social justice. I would say we're about the latter.

Research confirms that great teachers change lives. Students with one highly effective elementary school teacher are more likely to go to college, less likely to become pregnant as teens, and earn tens of thousands more over their lifetimes.

We are working essentially to build a leadership force of folks who will, during their first two years of teaching, actually put their kids on a different trajectory - not just survive as a new teacher, but actually help close the achievement gap for their kids.

I think people are attracted to teaching because they want to make a real impact.

I usually don't really have breakfast.

When you think of the typical Teach For America corps member, soldiers and ex-bankers are probably not the people who come to mind. In fact, there is no such thing as a typical corps member. They can't be neatly pigeonholed or painted with a broad brush.

I had been very focused on the issue of education disparities in our country, and literally, by the time kids are just nine years old, in low-income communities, they're already three or four grade levels behind nine-year-olds in high-income communities.

Few things are more important to our country's future than recruiting and keeping great teachers in our schools.

Education is the gateway to the American Dream. But today our immigration laws make higher education - a virtual requirement for financial security - out of reach for more than one million undocumented students.

Research shows that whether you are low-income or not, mindset is a bigger predictor of success than academic skills, and how students gain great academic skills and persevere in the face of challenges.

Charter laws do something really important. They give educators the freedom and flexibility that they need to attain results. But we also have to invest a lot in the leadership pipeline to take advantage of that freedom and flexibility.