You may know that teachers make up roughly half of the education staff in school districts, but who are the other employees on the rolls? To provide a clearer picture, I broke down data from the U.S. Department of Education on district staffing to visualize this often-overlooked slice of the workforce.
One of the education system’s most powerful influences on student learning is often ignored — the school principal. Journalists often find it challenging to capture the complexities of the job. But the collection of coverage we’ve assembled underscores that this facet of the education beat is replete with interesting angles.
Fourth and eighth graders in the country’s largest school districts have improved their mastery of difficult math and English concepts over the past decade but are still behind their peers nationally, according to new federal data.
Dropout prevention is one of the holy grails in U.S. education policy, and for good reason. Stick around long enough to earn a diploma, and you’re instantly more likely to have a job, rely less on government subsistence and even make the leap to postsecondary learning.
Life for the nearly 40 million Americans without a high school diploma could be about to get harder as testing companies who create high school equivalency exams are rolling out tougher — and in some cases — more expensive
Rankings may be human catnip for news readers, but they rarely tell the whole story. As education journalists gear up for a season of new reports that detail how much U.S. students know, tips on what the forthcoming PISA scores say — and don’t say — are in order.
If rising student proficiency is the hallmark of an improving education system, the nation’s schools have something to brag about: A new government report shows fourth and eighth graders since 1990 have made major gains in how well they understand challenging concepts in mathematics while also making modest gains in reading.
Growing public distrust, cagey lawmakers and big money from all directions—it’s not just the standards and assessments that are common in the roll out of the Common Core State Standards.
Despite the pushback, the standards are fast becoming a reality across the country. What does that mean for education and the journalists who cover it? Are the standards making a dramatic difference in the way teachers work? How well have school districts planned their curricula around Common Core?
Think U.S. students are woefully behind their international peers? A new cross-country study shows American eighth graders in most states test above average in math and science when compared to students abroad.
Tying teacher evaluations to the success of their students has been one of the heavy lifts in the education space this past decade.
Teacher groups argue the scrutiny they face overlooks the role poverty, family education and parental investment play into a child’s education. Teacher evaluation evangelists point to the significant public resources cities and states pour into public schools, with much of the money going to teacher pay. The heavy tab society picks up to pay its teacher force merits some watchdog mechanism, the argument goes.
Is it better to teach fractions to elementary school students using a cut-up pie or a number line?
As 45 states plus the District of Columbia roll out the new Common Core State Standards in mathematics and English, teachers, parents, students and reporters will encounter a new set of practices many scholars say are necessary to improve K-12 learning across the country.
These common signposts are expected to greatly alter the education landscape.
So what should reporters be looking for and which grades are best to visit to see the roll-out of Common Core?
For mathematics, the fourth and eighth grades are good places to start, says William Schmidt, a Michigan State University professor of education and mathematics who discussed the Common Core State Standards during an EWA webinar on September 25.
The English and Language Arts portion of the Common Core State Standards depend on time and patience. The standards go deeper but require more from the teacher, and not necessarily in obvious ways, says Susan Neuman, a professor of literacy at New York University who helped implement No Child Left Behind and Reading First as an assistant secretary at the U.S. Department of Education.
The explanatory models of yesterday may not cut it in the age of Common Core, says William Schmidt, a Michigan State University professor of education and mathematics who discussed the Common Core State Standards during an EWA webinar on September 25.
For example, using a whole pie sliced into pieces doesn’t effectively prepare students for understanding numbers that aren’t integers, Schmidt said. Numbers like 2.5 or 17.3 require a leap in thinking the pie model doesn’t communicate, he added.