More students in the United States are graduating from high school, according to newly released data from the U.S. Department of Education.
“America’s students have achieved another record-setting milestone,” U.S. Secretary of Education Arne Duncan said in a prepared statement. “This is a vital step toward readiness for success in college and careers for every student in this country, and these improvements are thanks to the hard work of teachers, principals, students and families.”
At Summit Public School: Denali, young learners do it differently. Most of the students at this Bay Area-area school complete their coursework on school-issued Chromebooks, where they access a portal to online videos, assigned readings and interim assessments they take at their own pace. It’s a competency-based approach to proving they have mastered the subject at hand.
The United States has a gifted and talented student problem: Mainly, too few of the nation’s students score high on domestic and international assessments, and those that do are disproportionately well-off, Asian-American or white.
School districts aren’t allowed to discriminate based on a student’s race, color or national origin. And, in case there was any question about English-language learners, the Obama administration released a 40-page reminder in the form of guidelines Wednesday that they’re not to be discriminated against either.
If tough school discipline measures are meant to maintain stability in the classroom, then a new definition of stable might be in order: A new study argues high use of suspensions and expulsions brings down all students – even the ones who behave well.
A researcher with the Albert Shanker Institute flagged the study, which was published this month in the American Sociological Review. Here’s more on the paper from the Shanker Institute scholar Esther Quintero:
As more research emerges on the sizable effect school principals have on student learning, some experts are asking whether removing principals who are rated poorly can lead to learning gains among students.
In 2011, U.S. Secretary of Education Arne Duncan called it “laughable” that in the prior decade the majority of states had failed to rate even one teaching preparation program as inferior. On Tuesday, the White House released draft accountability regulations that are no joke for the nation’s teacher colleges, and could result in a loss of federal funding if their graduates fail to do well on the job.
Here’s a counter-intuitive argument: The United States should spend more money on standardized tests.
With opposition to the new Common Core State Standards and the assessments linked to them reaching a fever pitch, advocating for better tests seems like an unpopular proposition. But what if U.S. students took fewer tests that measured their ability to understand academic concepts far more deeply than current tests permit?
Every time a new Common Core poll is released, a lot of people rush to find out what’s the state of public opinion on the standards. Or maybe to find out if teachers like the standards more or less than last year.
One recent survey, however, didn’t even pose the “popularity” question. Instead, it focused on wonky-sounding topics: “Curriculum and professional development.” But stay with me for a moment. This stuff matters — a lot.
Name the batch of funding that accounts for a quarter of the money that public universities dole out in financial aid. Can’t?
It’s called merit aid, and a large portion of the college-going public is paying its way through school relying on it. One-third of all undergraduates receive merit aid; the same is true for nearly half of all private school students. Hope Scholarships in Tennessee and Georgia are examples of merit aid programs, though merit aid often comes from the institutions directly.
If you’re writing about gender equity issues related to student opportunity and achievement, you won’t want to miss Wednesday’s journalists-only webinar. Attendees will receive exclusive embargoed access to a new report from the Organization for Economic Cooperation and Development, based on the most recent PISA assessment.
We spent two days in Denver last week talking about charter schools and choice with a wide range of academic experts, policymakers, and educators.
Also presenting were journalists who recently undertook large-scale investigative reporting projects of the charter school world: David Jesse (representing the reporting team at the Detroit Free Press) and Dan Mihalopoulos of the Chicago Sun-Times: