In a new study evaluating the college application habits of recent high school graduates in Texas, researchers found that academically talented Hispanic and black students were likely to pass up a chance at an Ivy League education and apply to colleges closer to home.
Education writing is famous for its alphabet soup of acronyms and obscure terms, but it could just as well be faulted for trafficking buzzwords in search of clear definitions.
Ideas like grit, motivation, fitting in and learning from one’s mistakes, often summarized as noncognitive factors, are just some of the concepts floated more frequently these days. A new paper released this week seeks to provide clarity to this fast-growing discipline within the world of how students learn.
Schools that that teach low-income students a notoriously demanding curriculum are almost twice as likely to see those students enroll in college, a new report shows.
This news comes on the heels of growing research suggesting that challenging assessments, which are a staple of the International Baccalaureate program featured in the report, help students develop a deeper understanding of key subjects like math and history. That “deeper learning,” in turn, may lead to more college opportunities.
“The spread of charter schools throughout the East Bay and California is often viewed as a blessing or curse, depending on whom you ask,” a recent Contra Costa Times article begins.
But among Latinos in the area, it would appear to be the former, according to the newspaper’s analysis of charter school demographics in Oakland, California, where charter schools have seen their enrollment nearly triple over the past decade.
I’m headed to Quebec City this week, and in preparation I’ve been reading “Champlain’s Dream: The European Founding of North America” by David Hackett Fischer. There are also quite a few education titles on my vacation reading list, and we’ll be featuring some of the authors in upcoming episodes of EWA Radio.