The Elements of Success: 10 Million Speak on Schools that Work

Based on a review of seminal documents from the Learning First Alliance member organizations, the Alliance has identified six elements around which successful schools are organized, whether formally or informally, that each impact several important aspects of schooling. These elements are: Focus on the Total Child Successful schools support all students’ needs, inside and outside Read more about The Elements of Success: 10 Million Speak on Schools that Work[…]

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Chiefs for Change’s Bipartisan Vision for America’s Schools

A functional consensus is emerging among the nation’s boldest education leaders, producing not identical policies, but a set of vital principles that drive approaches shaped to the needs of each of their communities. It’s a set of principles born of extensive work, with the needs of students at the center. It’s worthy of the attention Read more about Chiefs for Change’s Bipartisan Vision for America’s Schools[…]

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CASEL Guidance, Tools and Resources for SEL

The Collaborative for Academic, Social, and Emotional Learning  (CASEL) has published a vast set of online guidance and practical tools to help school districts and schools systemically implement practices that promote social and emotional learning (SEL). The SEL District Resource Center includes more than 500 resources that address priorities from setting a vision, to aligning Read more about CASEL Guidance, Tools and Resources for SEL[…]

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REL Report Series Helps Educators and Policymakers Implement Social and Emotional Learning Programs

A new series of reports summarizes what is known about social and emotional learning (SEL) and effective strategies that promote SEL for students ages 3-8. The four-part series is based on a literature review conducted by Regional Educational Laboratory (REL) Mid-Atlantic. Social and emotional learning is the process by which children and adults learn to Read more about REL Report Series Helps Educators and Policymakers Implement Social and Emotional Learning Programs[…]

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Four Domains for Rapid School Improvement

The Center on School Turnaround at WestEd (CST) has released the Four Domains for Rapid School Improvement. This report was developed as a framework to assist states, districts, and schools in leading and managing rapid improvement efforts. The framework shares, in practical language, the critical practices of successful school turnaround in four domains, or areas Read more about Four Domains for Rapid School Improvement[…]

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How Are Middle School Climate and Academic Performance Related Across Schools

Schools with a more positive student-reported climate had higher academic achievement in English language arts and mathematics than schools with a less positive climate, according to a new study from Regional Educational Laboratory (REL) West. While there is widespread consensus that positive school climate leads to higher academic performance, most of the research has compared Read more about How Are Middle School Climate and Academic Performance Related Across Schools[…]

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Instructional Choice vs. School Choice

Julia Freeland Fisher has written an insightful piece for the Christensen Institute in which she cuts through the “charter vs. district” debate and explores the sorts of instructional innovations and choices, within and across school systems, that stand to bring more students into 21st-century schools. Excerpts of her article appear below: The next generation vision Read more about Instructional Choice vs. School Choice[…]

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Why States Should Focus More on School Climate Under ESSA

Under the Every Student Succeeds Act, states are allowed to include at least one non-academic indicator of school quality or student success within their accountability systems. The law lays out several possibilities: student engagement, educator engagement, student access to–and completion of–advanced coursework, postsecondary readiness, and school climate. In a new essay, professors Amity Noltemeyer and Read more about Why States Should Focus More on School Climate Under ESSA[…]

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More than 1 in 4 Teachers Chronically Absent

More than 1 in 4 of the nation’s full-time teachers are considered chronically absent from school, according to federal data, missing the equivalent of more than two weeks of classes each academic year in what some districts say has become an educational crisis. The U.S. Education Department’s Office for Civil Rights estimated that 27 percent Read more about More than 1 in 4 Teachers Chronically Absent[…]

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Teacher Effects on Social and Emotional Skills in School

In a recent article for the Shanker Institute, David Blazar and Matthew Kraft reflect on the findings of their recent study of teacher effects on students’ social and emotional skills: A growing body of research is starting to provide convincing evidence that teachers can have large effects on students’ social and emotional development in addition Read more about Teacher Effects on Social and Emotional Skills in School[…]

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The U.S. Education Innovation Index: Prototype and Report

Bellwether Education and the Digital Promise Innovation Clusters have released the U.S. Education Innovation Index (USEII). USEII is the field’s first foray into measuring education innovation at the city level. The index measures innovation activities and conditions of urban schools along 42 indicators in nine categories: Innovation Culture Need for Academic Improvement Collaboration and Coordination Read more about The U.S. Education Innovation Index: Prototype and Report[…]

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Five Questions New Teachers Should Ask and Schools Should Be Able to Answer

At the end of every interview, there comes a time when the principal asks the prospective teacher, “Do you have any questions for me?” Cristie Watson advises in Education Week Teacher that the following five questions are appropriate to ask (and the answers provide important information for new teachers): What support can I expect to Read more about Five Questions New Teachers Should Ask and Schools Should Be Able to Answer[…]

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Social and Emotional Learning Standards Under Development

Eight states are now on track to develop new statewide social and emotional learning (SEL) standards and policies – thanks to a new partnership with the Collaborative for Academic, Social, and Emotional Learning (CASEL). That two-year partnership is being funded by the Robert Wood Johnson Foundation. On April 11, 2016 CASEL released a Request for Read more about Social and Emotional Learning Standards Under Development[…]

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Increasing Teacher Diversity Could Be a Game-Changer for Students’ Attitudes

Brian Kisida and Anna Egalite, in Real Clear Education, write about the potential positive effects on increasing teacher diversity that they discovered through recent research. An excerpt from their post appears below: It’s long been touted that for students, having teachers that look like them leads to higher test scores. But that’s not the whole Read more about Increasing Teacher Diversity Could Be a Game-Changer for Students’ Attitudes[…]

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Collaborative Inquiry in MNPS

Each month in Core Education’s issue brief, we post a call for commentary. We always enjoy hearing great ideas from our readers! Recently, we had the pleasure of speaking with Margie Johnson of Metropolitan Nashville Public Schools (MNPS) about an innovative approach to collaborative inquiry that the district is implementing. Through a partnership with REL Read more about Collaborative Inquiry in MNPS[…]

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Hard Thinking on Soft Skills

A recent report from Brookings explores the research behind and the challenges with schools taking up the responsibility of enhancing students’ soft skills. Below is a brief summary of the report and its recommendations: The nation’s PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are personal qualities other Read more about Hard Thinking on Soft Skills[…]

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