Character & Citizenship
Given the opportunity to go beyond a singular focus on test scores to measure schools’ success, will states begin holding schools accountable for teaching skills like perseverance, empathy, and self-control? As Education Week’s Evie Blad reports, the answer appears to be “no,” at least for now.
The second-graders at a charter school in the nation’s capital recently discovered a problem: a lack of “green spaces” in certain parts of the city.
The students at Two Rivers Public Charter School conducted research. But they didn’t stop there. They also wrote letters to the city council to share their concerns about inequitable access to green spaces across Washington, D.C.
The letters described the situation, explained why having such spaces in urban environments is important, and offered solutions, including the idea of helping to plant gardens near campus.
During and after the 2016 presidential campaign, questions arose about whether shortcomings in civics instruction had exacerbated polarization in the electorate and influenced the election’s outcome. The questions on civics education were soon accompanied by a related one: What if schools are contributing to a breakdown in democracy by failing to ensure kids are media literate?
Days after Donald Trump won the White House, the Brookings Institution published an essay suggesting the 2016 presidential election should serve as a “Sputnik moment” for character education.
The campaign’s “extraordinary vitriol and divisiveness” offers a strong argument for a “renewed emphasis on schools’ role in developing children as caring, empathetic citizens,” wrote Brookings scholar Jon Valant.
Ask a parent how their child is doing in school, and the parent may tell you how well they’re reading, or whether they agonize over addition and subtraction.
A growing volume of research, however, finds that a child’s ability to work with her classmates, or how she handles feelings of anger or excitement, can be just as pivotal to success as academics.
Benjamin Herold of Education Week discusses why media literacy is in the spotlight in the wake of the presidential election, and the troubling findings of a new Stanford University study that showed the vast majority of students from middle school through college can’t identify “fake news.” Why are so many digital natives flunking when it comes to evaluating the reliability of material they encounter online? How are policymakers, researchers, and educators proposing that schools address this deficit in critical-thinking skills?
At the age of nine, Amalio Nieves saw his father die from gun violence in Chicago. And as a child, Nieves himself was robbed at gunpoint. Now he’s always thinking about his young niece Jordan and the year 2100 – when Jordan will be the parent of a child that leads America into a new, unknown century.
The New York Times Magazine’s annual education issue is out, and as always there’s a healthy mix of policy, practice, real-world realities for schools and students, deep dives, and memorable profiles.I imagine Carlo Rotella’s lead story on No Child Left Untableted will get generate quite a bit of response in the classroom technology debate.But I was just as interested in Jennifer Kahn’s piece on the attempt to cultivate