Tuesday, January 15, 2013

UPDATE: Schools Matter: What decades of research tell us

Schools Matter: What decades of research tell us:



Hey, NYTimes: Garfield HS Teachers Made News

From Peter DeWitt's Ed Week Blog:


19 teachers at Garfield High School in Seattle, Washington refused to administer the district required Measure of Academic Progress (MAP) to ninth grade students on January 9th. After many years of out of control high stakes testing in the U.S. it was bound to happen sooner or later. It was another example of some strong teachers who are putting the needs of their students first.
English teacher Kit McCormick said she "has no problem with state testing, or testing in general. But they say this particular test has a number of problems, everything from what it covers to how well it measures achievement." However, many teachers and administrators across the country do have an issue with state 


What decades of research tell us

Sent to the Richmond Times-Dispatch, Jan 14
What decades of research tells us

Re: Educators struggle to combat dropout rate disparities (January 14, 2013)
Here is what we know from decades of educational research:
A large percentage of minority students live in poverty.
Those who live in poverty have a hard time in school.
Those who live in poverty have inadequate nutrition, poor health care and little access to books. Each of these factors is associated with low school performance.
We can take a huge step forward by protecting students from some of the effects of poverty and we can do it immediately: invest more in school food programs, health care (e.g. more school nurses, basic dental and vision 

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