The Busing Conversation We Should Be Having

The Busing Conversation We Should Be Having

The Busing Conversation We Should Be Having

So apparently, thanks to Joe Biden and Kamala Harris, we're all going to talk about busing some more. That's a conversation many Americans been having, sort of, for a long time.

When Joe Biden was a freshman congressman, I was a high school junior. In my rural and  small town and mostly white high school, we were aware of racial and racist strife as something that happened somewhere else. Probably some place Southern, we assumed. But when my senior year started in the fall of 1974, we were amazed to see a huge blow-up over forced busing--in Boston. Because that was in the news, one of my classes was assigned an essay about busing, or as it was more commonly called at the time, "forced busing." I can remember the broad strokes of what I wrote--something about how if black and white students sat in classes and grew up together then racial strife, like the riots that we remembered from our childhood days, would be a thing of the past. I was, like many white kids of my generation, a poster child for extreme ignorance about the history of segregation and racism in this country. Heck, in my own small town. It would be decades before I learned about a petition circulated in the sixties to keep black home buyers out of certain neighborhoods. At the time, I thought that if children of all races just grew up together, we'd all treat each other with respect and kindness and the world would be a better place. It seemed so simple; but then, most things seem simple if one is ignorant of the weight of history.

I was a college freshman when Joe Biden was denouncing forced CONTINUE READING: The Busing Conversation We Should Be Having

Standardized Tests Are Not Objective Measures of Anything | gadflyonthewallblog

Standardized Tests Are Not Objective Measures of Anything | gadflyonthewallblog

Standardized Tests Are Not Objective Measures of Anything

When it comes to standardized tests, most people are blinded by science.

Or at least the appearance of science.

Because there is little about these assessments that is scientific, factual or unbiased.

And that has real world implications when it comes to education policy.

First of all, the federal government requires that all public school children take these assessments in 3-8th grade and once in high school. Second, many states require teachers be evaluated by their students’ test scores.

Why?

It seems to come down to three main reasons:

1) Comparability
2) Accountability
3) Objectivity

COMPARABILITY

First, there is a strong desire to compare CONTINUE READING: Standardized Tests Are Not Objective Measures of Anything | gadflyonthewallblog

CURMUDGUCATION: Dear Teachers: Don't Make Your Lesson Relevant

CURMUDGUCATION: Dear Teachers: Don't Make Your Lesson Relevant

Dear Teachers: Don't Make Your Lesson Relevant

When I was getting my teacher training way back in the 1970s, we used to hear a great deal about making our teaching relevant. It took me several years of teaching to figure out why that was terrible advice. And it hasn't ever gone away.

It seems to make sense. Connect your lesson on parts of speech to a current popular song. Assign persuasive essays about something the kids are into today. Could we do an essay about the rap? I hear that teens very much like the rap these days.

Looks tall to me.

But the problem is not teachers who are clueless about what a relevant connection might be. That's correctable (I still want back the hours of my life I spent watching The Hills so that I could follow student discussions). The problem is less obvious than the natural consequences of living on the other side of the generational divide.

Nobody says, "Let's think of a way to make mountains tall." And if your spouse says, "I'm looking for ways to make you interesting and appealing," that is not a good sign.

Once you look at a lesson and ask, "How am I going to make this material relevant," you have admitted that the material is not actually relevant. If that's true--if the lesson is inherently irrelevant--then you need to ask a bigger question. Why are you teaching it at all? Because it's on the test? Because your boss said you have to? These are lousy reasons to teach anything. More CONTINUE READING: CURMUDGUCATION: Dear Teachers: Don't Make Your Lesson Relevant

Next Stop: Winning Over Educators - Education Votes #REDFORED #CTA #StrongPublicSchools #ra2019 #nea #neara #neara2019 #houston

Next Stop: Winning Over Educators - Education Votes
Next Stop: Winning Over Educators
In First Post-Debate Forum, 2020 Presidential Candidates To Make Their Case To NEA

Educators are poised to play a major role in determining who is elected the next President of the United States. Harnessing the power of the #RedforEd movement, educators, parents and students across the country have taken action to force a conversation about the years of chronic neglect that have taken a toll on student opportunity in our nation’s public schools.

And no one knows this better than the candidates themselves. Which is why many of the leading contenders for the 2020 Democratic nomination will be travelling to the NEA Representative Assembly in Houston, TX next week to answer questions from educators about the future of public education.

The event – scheduled for the afternoon of July 5 – is the first ever #StrongPublicSchools Presidential Forum and the first public forum following the NBC presidential debates that took place this week. It will be moderated by NEA President Lily Eskelsen García.

Confirmed attendees include former Vice President Joe Biden, former HUD Secretary Julián Castro, Sen. Amy Klobuchar, Gov. Jay Inslee, former Rep. Beto O’Rourke, Sen. Bernie Sanders, and Sen. Elizabeth Warren.

One in 100 Americans is a member of the National Education Association (NEA), the largest union in the U.S, and 1 in 39 voters reside in an NEA household. NEA members represent sought after demographics including college-educated women and suburban professionals swinging elections from coast to coast. They live in every state, in every Congressional District, and in every ZIP code, and are a trusted and influential voice in every community who consistently exercise their right to vote. So educators will play a significant role in determining who wins the White House.

“For more than a year, the national #RedForEd movement, led by educators and supported by parents and students in communities across the country, has seen hundreds of thousands of people taking action to ensure every student has equal opportunity regardless of where they live or how well off their families are,” said Eskelsen García. “And now we are taking this energy CONTINUE READING: Next Stop: Winning Over Educators - Education Votes

Building Power: How Philanthropy Can Support the Grassroots | Schott Foundation for Public Education

Building Power: How Philanthropy Can Support the Grassroots | Schott Foundation for Public Education

Building Power: How Philanthropy Can Support the Grassroots

Schott is very proud of our partnership with the Nellie Mae Education Foundation (NMEF) and our joint support for grassroots organizing as a critical strategy for ensuring all children have a fair and just opportunity to learn. NMEF’s recent report, Building Power: One Foundation’s Story of Funding Grassroots Organizing and Engagement, provides valuable insight into their theory of change and grantmaking designed to increase support for systems change within school districts and key state and local stakeholders—and build demand to realize that change.

This rigorous examination and the lessons learned are an important catalyst to the dialogue within philanthropy about what it takes to foster authentic participation, and to effectively and equitably support grassroots organizing and advocacy. We urge you to read it—and join the dialogue!

From the report:

Amplifying Historically Marginalized Voices at Decision-Making Tables

NMEF knew that a truly grassroots effort would need to engage all types of stakeholders, especially historically marginalized populations who were least likely to experience student centered learning in New England schools and districts. Therefore, the Foundation explicitly selected grantees who represented organizations that were deeply embedded within historically marginalized communities and/or districts that were intentionally seeking to engage their most marginalized students and families. While each grantee partner took a unique approach to the work, they were chosen based on their potential to build and sustain trusting relationships across a broad range of stakeholder groups. NMEF believed that partnerships with these types of community-based grantees had the potential to shift power dynamics between schools, districts and marginalized communities. However, the amount of time and skills necessary to build and sustain these connections was unexpected. Indeed, trusting bonds needed to simultaneously develop between stakeholders at multiple levels: between NMEF and grantees, capacity building consultants and grantees, school/district staff and the Amplifying Student Voice and Leadership and Community Organizing grantees, and Civic and Family Engagement grantees and their local communities.

Read the entire report >

Squeeze Fewer Lemons - Teacher Habits

Squeeze Fewer Lemons - Teacher Habits

Squeeze Fewer Lemons

I have, on a few occasions, enjoyed a delicious glass of fresh squeezed lemonade. I would say it’s superior to the kind of lemonade I usually drink, which comes from this:

But that could just be priming at work; tell me it’s fresh squeezed and I’m inclined to believe it’s going to be better before even bringing the glass to my lips.

For the sake of this article, though, let’s say that fresh squeezed lemonade is, in fact, a better product than the stuff that comes from mixing flavored powder with water.

In spite of its superiority, how often do you drink it?

How often do you buy lemons and squeeze them yourself?

My guess is not very often, and for good reason. Fresh squeezed lemonade is a hassle to make, and while it might be better, it’s not that much better. The payoff is rarely worth the extra effort, especially when you have an alternative that takes seconds to make and tastes enough like real lemonade that you can overlook its inferiority.

We make choices like this all the time. We don’t need top-of-the-line running shoes because we just don’t log that many miles. The Kraft cheese is fine for our purposes; we don’t need the expensive artisan stuff for a cheeseburger. Sure, the $4500 saxophone produces a CONTINUE READING: Squeeze Fewer Lemons - Teacher Habits

Technology Use in Two High Schools: Social Justice Humanitas Academy in Los Angeles (CA) and MetWest in Oakland (CA) | Larry Cuban on School Reform and Classroom Practice

Technology Use in Two High Schools: Social Justice Humanitas Academy in Los Angeles (CA) and MetWest in Oakland (CA) | Larry Cuban on School Reform and Classroom Practice

Technology Use in Two High Schools: Social Justice Humanitas Academy in Los Angeles (CA) and MetWest in Oakland (CA)

Readers who follow this blog know that I have been working on a book about “success” and “failure” in schools. As part of that book, I visited two California high schools, Social Justice Humanitas Academy in Los Angeles Unified School District and MetWest in Oakland Unifed School District. Both are small high schools. SJHA has just over 500 students and MetWest has 160. Both schools enroll predominately Latino and poor youth, most of whom are the first in their families planning to attend college. Both small high schools are neither charters or magnets. They are regular public high schools in their districts. More detailed descriptions of the unique character of each school can be seen here and here.

I observed classroom lessons, interviewed teachers and administrators and read documents and media accounts for each school. From these on-site visits I described classrooms and use of technology in each school.  These are my reflections on what I observed about access and use of mobile and desktop devices at both schools.

Technological devices played a minor role in classroom lessons. Tablets, laptops, and desktop computers were easily accessible throughout each school. Chromebooks sat on carts in most classrooms. Students were used to using devices when teachers directed them to work on assignments or do readings that were already loaded onto the machines.

Except for cell phones. At MetWest, I saw teachers collect all cell phones in a large basket or container at the beginning of every lesson; students retrieved their devices at the end of the period. Outside of class, students used mobile phones when they were in the school’s large atrium, before and after class and CONTINUE READING: Technology Use in Two High Schools: Social Justice Humanitas Academy in Los Angeles (CA) and MetWest in Oakland (CA) | Larry Cuban on School Reform and Classroom Practice

Presidential Hopefuls to Attend NEA’s Annual Meeting and Representative Assembly - NEA Today #REDFORED #CTA #StrongPublicSchools #ra2019 #nea #neara #neara2019 #houston

Presidential Hopefuls to Attend NEA’s Annual Meeting and Representative Assembly - NEA Today

Presidential Hopefuls to Attend NEA’s Annual Meeting and Representative Assembly

Nearly 7,000 NEA members will begin arriving in Houston, Texas, today for NEA’s 157th Annual Meeting and 98th  Representative Assembly (RA), the world’s largest deliberative body that sets policy for the organization. The meeting will be held June 29 to July 8 at the Geroge R. Brown Convention Center, with the last four days dedicated to the RA.

The theme of this year’s meeting is Our Democracy. Our Responsibility. Our Time!and the headlining event will be the #StrongPublicSchools Presidential Forum on July 5 where several 2020 presidential candidates will answer questions from America’s educators about the future of public education. Confirmed attendees include former HUD Secretary Julián Castro, Sen. Amy Klobuchar, Sen. Kamala Harris, Gov. Jay Inslee, former Rep. Beto O’Rourke, Sen. Bernie Sanders, and Sen. Elizabeth Warren, with other confirmations expected in the coming days. The forum will be moderated by NEA president Lily Eskelsen García.

Many candidates have already announced their plans for increasing support for education after witnessing overwhelming community support for the historic and sweeping #RedForEd movement. NEA delegates will be able to ask for more details about how the candidates will improve funding and resources for all public school students.

“Educators are poised to play a major role in choosing the president of the United States. And now we are taking this energy to the 2020 campaign where we will lead a conversation about the schools our students deserve,” said García. CONTINUE READING: Presidential Hopefuls to Attend NEA’s Annual Meeting and Representative Assembly - NEA Today

Goodbye and goodnight :: K-12 Daily :: The Essential Resource for Superintendents and the Cabinet

Goodbye and goodnight :: K-12 Daily :: The Essential Resource for Superintendents and the Cabinet

Goodbye and goodnight

by K-12 Daily

After 10 years publishing news for California’s education community, K-12 Daily is shutting its doors. We want to thank our readers for sticking by us as we grew from a fledgling operation into a go-to source for breaking down issues impacting schools in our state and throughout the country–and once more as we transitioned from being the Cabinet Report to K-12 Daily.

As always, thank you for reading!

Goodbye and goodnight :: K-12 Daily :: The Essential Resource for Superintendents and the Cabinet

Education was ignored by debate moderators. What the Democratic presidential candidates should have been asked about America’s public schools. - The Washington Post

Education was ignored by debate moderators. What the Democratic presidential candidates should have been asked about America’s public schools. - The Washington Post

Education was ignored by debate moderators. What the Democratic presidential candidates should have been asked about America’s public schools.

Twenty Democratic candidates debated over two nights this week about why they should be the party’s choice to take on President Trump in next year’s election. Five moderators asked questions for hours, but somehow, fundamental education issues were never raised.

Here are some of the issues that could have been topics for questions by moderators Chuck Todd, Rachel Maddow, Lester Holt, Savannah Guthrie and José Diaz-Balart:

• The United States has its most controversial education secretary ever, Betsy DeVos, who has made clear that her priority is not fixing public school districts but expanding alternatives to them. She also has, among other things, rolled back civil rights protections for LGBTQ students, rescinded Obama-era guidance to schools on how to deal with sexual assault on campus and taken steps to help the controversial for-profit education industry. What do the candidates think are her worst missteps, and how would they fix them?
• This week, a report was published describing systemic dysfunction in the Providence public schools in Rhode Island, including conditions that are unhealthy and unsafe for students and teachers. That underscored the truth that schools in low-income neighborhoods in America still have fewer resources than schools in better-off neighborhoods because of the role of property taxes in school funding. How would the candidates change the way public schools are financed in this country?
• Teachers in a number of states, including those led by Republicans, have staged strikes — sometimes in defiance of state law. They have protested issues including the underfunding of schools, low pay that forces some of them to take second and third jobs, and the effects that charter schools, which DeVos champions, are having on school districts. How would they address the teachers’ issues?
• Democrats, many of whom have been supportive for years of charter schools — which are publicly funded but operated privately, sometimes by for-profit entities — have suddenly started to pull back from that position. How do the candidates view the growth of charter schools, and what does that mean for the future of the school choice movement?
• DeVos and Trump are pushing a federal program that would allow all states to use federal money for private- and religious-school funding, and a battle is being waged in the states between forces that believe using public funds for religious education is unconstitutional and those who don’t. (The Supreme Court agreed Friday to consider a case that could deal directly with this issue.) Should public funds be used for this purpose?
• Republican and Democratic administrations have spent billions of dollars to try to close the “achievement gap” between low-income minority students and whites, but they have not seen systemic improvements CONTINUE READING: Education was ignored by debate moderators. What the Democratic presidential candidates should have been asked about America’s public schools. - The Washington Post

What is busing? What you need to know about busing - CNNPolitics

What is busing? - CNNPolitics

What you need to know about busing

(CNN)It was the moment everyone was talking about after Thursday's Democratic presidential debate.

At the center of the heated exchange between Sen. Kamala Harris and former Vice President Joe Biden was the use of busing to desegregate American schools -- and Biden's opposition it in the 1970s.

Here's what you need to know about the issue.

What is busing?

The 1954 US Supreme Court ruling in Brown v. Board of Education brought an end to legal racial segregation in schools. But because of demographic trends, white flight to the suburbs and discriminatory housing practices like redlining, many neighborhoods across the country remained segregated. Combined with how cities drew school district lines, that meant schools remained segregated, too.

Enter busing.

After the 1971 Supreme Court ruling in Swann v. Charlotte-Mecklenburg Board of Education, lower courts began mandating busing as a way to effectively desegregate schools. Black students started taking school buses to majority-white schools and white students to majority-black schools, often in neighborhoods far from where they lived.

It became one of the most controversial topics in US politics at the time.

Why was it controversial?

Before the Supreme Court mandated school desegregation, schools for African American children often had meager resources compared to those white children attended, which in turn created racial gaps in achievement and opportunities.

Letters from Joe Biden reveal how he sought support of segregationists in fight against busing

Supporters of busing argued that the practice was necessary to effectively integrate schools -- and help correct the damaging legacy of school segregation.

But opponents of busing, many of whom were also opponents of school desegregation, argued that children were being transported to unsafe neighborhoods and objected to the long commutes children experienced. Others, including Biden, said that busing forced schools to achieve racial quotas and did not achieve equal opportunity for students.

In 1974, the Supreme Court delivered a blow to school integration efforts through its ruling in Milliken v. Bradley. The court held that a mandatory plan to bus black students from Detroit across school districts to mainly white suburbs was unconstitutional, arguing that there wasn't enough evidence to prove the suburban school districts were deliberately engaging in segregation. The decision accelerated white flight to the suburbs, and worsened the problem of segregation in urban schools.

In Boston, opposition to busing turned violent. After a federal judge ordered the city to desegregate its public schools through busing in 1974, white residents responded with fierce criticism. Some pelted school buses carrying African-American children with bricks and bottles, and angry protesters mobbed schools. The riots garnered national attention.

While busing did produce opportunities for many black students, many court-mandated plans to integrate schools decades ago are no longer in place.

Today, the broader aim of practices like busing -- the total integration of schools and leveling of the playing field for American children of all races -- remains largely unfulfilled. The effort also prompted many northern, blue-collar whites to abandon the Democratic Party whose leaders had supported busing.

Why are we talking about busing now?

Biden's fight against busing more than four decades ago, as well as his praise of segregationist senators, has subjected him to scrutiny against the backdrop of today's more progressive Democratic Party.

The former vice president recently made headlines over his comments on working with two segregationist senators in the 1970s. During a fundraising event in New York, Biden pointed to his work with Mississippi Sen. James Eastland and Georgia Sen. Herman Talmadge -- both of whom opposed civil rights and desegregation -- as an example of how he could work with those CONTINUE READING: What is busing? - CNNPolitics

THIS WEEK Education Research Report

Education Research Report

THIS WEEK 

Education Research Report

Pell Grant Versus Income Data in Postsecondary Research

by Jonathan Kantrowitz / 1h

Given growing disparities in college enrollment by household income, policymakers and researchers often are interested in understanding whether policies expand access for low-income students. This brief highlights the limitations of a commonly available measure of low-income status—whether students receive a federal Pell grant—and compares it to new data on enrollment by income quintile to evalua

The Relationship Between Student Discipline and Student Academic Outcomes

by Jonathan Kantrowitz / 1h

While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K–12 public schools in Arkansas, this study finds that exclusion

YESTERDAY

Gaps in College Attainment by Race and Geography

by Jonathan Kantrowitz / 1d

Complete Report The United States has boosted attainment rates over the past decade, with the share of young adults with at least an associate degree increasing by 20 percent, resulting in an additional 5 million more individuals earning a college degree. Rural areas tend to have low overall attainment, whereas urban areas tend to have the largest racial attainment gaps. But these gains in postse

Professors need to be entertaining to prevent students from watching YouTube in cl

by Jonathan Kantrowitz / 1d

Students think it is instructors' responsibility to ensure they don't surf the web in class, according to a new study. In a recent mixed-method study, researchers from the University of Waterloo surveyed 478 undergraduates and 36 instructors on their perception of technology use in class. The survey found that nine per cent of students thought course materials that could be seen on other students

What journalism professors are teaching students -- about their futures

by Jonathan Kantrowitz / 1d

As the journalism industry rapidly evolves, what are professors in the field telling students about their job prospects? A new study from Rice University and Rutgers University finds educators are encouraging aspiring journalists to look for work outside the news business. "Professionalizing Contingency: How Journalism Schools Adapt to Deprofessionalization," will appear in an upcoming edition of

JUN 26

The Costs of Childcare: Results From the 2016 Early Childhood Program Participation Survey

by Jonathan Kantrowitz / 2d

In 2016, among children ages 5 and younger in at least one weekly nonparental care arrangement, 25 percent received only relative care, 12 percent received only nonrelative care, 42 percent received only center-based care, and 20 percent received multiple types of care. The National Center for Education Statistics released new web tables today , June 26, entitled The Costs of Childcare: Results F

A meta-analysis of the gender differences in students' ICT literacy

by Jonathan Kantrowitz / 3d

Highlights • Girls perform better than boys on performance-based ICT literacy assessments. • Gender differences are larger in primary schools than in secondary schools. • The overall effect size is robust across several analysis conditions. • No evidence of publication bias could be found. • Overall, the gender differences in ICT literacy are significant but small. Abstract The study of gender di

JUN 25

Educational attainment may improve cardiovascular risk factors and outcomes

by Jonathan Kantrowitz / 3d

Increased educational attainment during childhood is associated with a reduction in heart disease and improvements in several cardiovascular risk factors in adulthood, according to a study published June 25 in the open-access journal PLOS Medicine by Rita Hamad of the University of California San Francisco, United States and colleagues. As noted by the authors, the findings suggest that policies

Who could gain from expanded college admission

by Jonathan Kantrowitz / 3d

American Educational Research Association Main Findings: Universal college admission testing in the state of Virginia could increase the number of high school graduates with test scores competitive for admission at universities in the state by as much as 40 percent--and at the most selective institutions, nearly 20 percent--with larger increases for low-income students. In addition, policies that

Helping physics teachers who don't know physics

by Jonathan Kantrowitz / 3d

A shortage of high school physics teachers has led to teachers with little-to-no physics training taking over physics classrooms, causing additional stress and job dissatisfaction for those teachers--and a difficult learning experience for their students. But new research indicates that focused physics professional development for teachers--even those who have no prior physics training--can lead

Private schools in the United States (2017–18)

by Jonathan Kantrowitz / 3d

There were more than 32,000 private schools in the United States in the fall of 2017, serving nearly 5 million students, according to a new report released today (June 25, 2019). The National Center for Education Statistics released a new First Look report entitled Characteristics of Private Schools in the United States: Results From the 2017–18 Private School Universe Survey. T his report examin

High-Ability College Students and Undergraduate Honors Programs

by Jonathan Kantrowitz / 3d

Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers ( N = 143). Results indicated teachers believe the greatest value of AP is in pr

High-Ability College Students and Undergraduate Honors Programs

by Jonathan Kantrowitz / 3d

Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. This systematic review identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement amo

JUN 24

Music students do better in school than non-musical peers

by Jonathan Kantrowitz / 4d

High school students who take music courses score significantly better on math, science and English exams than their non-musical peers, according to a new study published in the Journal of Educational Psychology . School administrators needing to trim budgets often look first to music courses, because the general belief is that students who devote time to music rather than math, science and Engli

More Than Half of Students at America’s Top Colleges Would Not Have Been Admitted If Only SAT Scores Were Considered

by Jonathan Kantrowitz / 4d

If the nation’s top 200 colleges only admitted students with the highest SAT scores, 53% of incoming students would be replaced, resulting in a student body slightly more affluent and less racially diverse. SAT-OnlyAdmission: How Would It Change College Campuses? examines how implementing a test-only admissions policy at the most selective US colleges would alter the demographics and credentials

The extent to which rural teachers use technology

by Jonathan Kantrowitz / 4d

A recent study from REL Midwest evaluates the extent to which rural Iowa teachers use technology and how they perceive school support for technology use in instruction. In particular, the study looks to determine the extent to which teachers have integrated technology to develop the 21 st century skills emphasized by the Iowa Core Standards: collaboration, communication, creativity, and critical

Schools in Less-Resourced Communities Implementing Advanced Placement Science Courses?

by Jonathan Kantrowitz / 4d

The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to

School Desegregation and Black Teacher Employment

by Jonathan Kantrowitz / 5d

Prior to the racial integration of schools in the southern United States, predominantly African American schools were staffed almost exclusively by African American teachers as well, and teaching constituted an extraordinarily large share of professional employment among southern blacks. The large-scale desegregation of southern schools occurring after passage of the 1964 Civil Rights Act represe

JUN 21

Early-and-regular cannabis use by youth is associated with alteration in brain circuits that support cognitive control A

by Jonathan Kantrowitz / 7d

Also see Marijuana and Teens The development of neural circuits in youth, at a particularly important time in their lives, can be heavily influenced by external factors--specifically the frequent and regular use of cannabis. A new study in the Journal of the American Academy of Child and Adolescent Psychiatry ( JAACAP ) , published by Elsevier, reports that alterations in cognitive control--an ens

EdTech Top 40

by Jonathan Kantrowitz / 7d

U.S. school districts used an average of 703 different edtech products every month in the 2018-19 school year , according to the latest findings from EdTech Top 40 research , conducted across 1,000 schools around the country and covering more than 1 million teachers and students. This data represents a 28% increase from the 2017-18 school year , a dramatic rise that likely reflects the expanded n

JUN 20

The Impact of Engaging Teachers on Student Attendance in Secondary School

by Jonathan Kantrowitz / 8d

Complete report Teachers’ impact on student long - run success is only partially explained by their contributions to students’ short - run academic performance . This study explored a second dimension of teacher effectiveness by creating measures of teachers’ contributions to student class - attendance . The researchers find systematic variation in teacher effectiveness at reducing unexcused clas

The State of States’ Postsecondary Attainment Goals

by Jonathan Kantrowitz / 9d

In 2009, the Lumina Foundation launched an initiative to increase “the proportion of Americans with high quality degrees, certificates, and other credentials to 60 percent by 2025.” [1] This goal was based on workforce projections from the Georgetown Center for Education and the Workforce, and related efforts have been supported by numerous grant-making organizations – including the Bill & Melind

Successful Summer Programs Under ESSA

by Jonathan Kantrowitz / 9d

Format File Size Notes PDF file 3.3 MB » Research Questions What summer programs serving K–12 students in the U.S. education system have been recently evaluated? What summer programs have yielded evidence that meets 

Education Research Report