How Fundamental Change Happens in America

Writing for the Fordham Institute, Chester E. Finn, Jr. presents an explanation of what is needed to fundamentally change schooling in America. Excerpts from the piece appear below: What distinguishes problems we tackle in a serious way from those we mostly just wring our hands and protest over? What distinguishes those we merely tackle from Read more about How Fundamental Change Happens in America[…]

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College Classes for HS Students Growing in Popularity

Writing for The 74, Charlotte West reports on the growing popularity of college classes for high school students. With K-12 schools shuttered, COVID is fueling a dual-enrollment boom. Excerpts from the piece appear below: Amber Bennett was 11 when she took her first class at Cuyahoga Community College in Cleveland, Ohio. As a seventh-grader, she Read more about College Classes for HS Students Growing in Popularity[…]

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Why not eliminate at least one year of high school entirely?

Writing for the Fordham Institute, Kalman R. Hettleman proposes a shortened high school experience to allow students to get a jump-start on postsecondary education. Excerpts from the piece appear below. Michael J. Petrilli’s recent article “Half-Time High School may be just what students need“ is compelling. Yet proposals to cut school time in half in Read more about Why not eliminate at least one year of high school entirely?[…]

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To Help Guide Decisions About COVID, Schools and Students, Researchers Are Compiling Decades of Data in Easy-to-Read Briefs

The Annenberg Institute for School Reform at Brown University and Results for America have announced a new EdResearch for Recovery Project, which will provide rapid-turnaround evidence briefs from top researchers to help answer the most pressing education-related questions from policymakers, educators, parents and other advocates as they respond to and recover from the COVID-19 pandemic. Read more about To Help Guide Decisions About COVID, Schools and Students, Researchers Are Compiling Decades of Data in Easy-to-Read Briefs[…]

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Preventing a Lost School Year

Building trust is a major theme of Stand for Children’s free, new guidebook, Preventing a Lost School Year, which was created to help district leaders plan for academic and social-emotional learning in the coming school year. The 2019-2020 school year was severely disrupted by the COVID-19 pandemic and, without the right preparation and intervention, the Read more about Preventing a Lost School Year[…]

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Changing How Schools Draw Up Their Schedules Can Make Classes More Equitable Next Fall

Writing for The 74, Adam Pisoni explores ways that scheduling for the return after COVID can make schooling more equitable. Excerpts from the piece appear below: As educators across the country struggle to wrap up the current COVID-ravaged school year, administrators and schedulers are hard at work determining what the 2020-21 school day will look Read more about Changing How Schools Draw Up Their Schedules Can Make Classes More Equitable Next Fall[…]

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10 Questions for Equity Advocates to Ask About Distance Learning

Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust have partnered to compile the following questions to guide equity advocates and district leaders as they engage in conversations to ensure that our most vulnerable students have equitable access to distance learning, both Read more about 10 Questions for Equity Advocates to Ask About Distance Learning[…]

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Half-Time High School May be Just What Students Need

Writing for the Fordham Institute, Michael Petrilli explains the opportunity we have to explore the benefits of a high school schedule that looks more like a college model. Excerpts from the piece appear below: While there’s much to rue about what the pandemic has taken away, it’s possible to glimpse a future in which technology Read more about Half-Time High School May be Just What Students Need[…]

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What Post-Covid Schools Could Look Like-Starting This Fall

Writing for Future Ed, Karen Hawley Miles envisions a future for public schooling that makes the most of current flexibilities. Excerpts from the piece appear below: Let’s not repeat the mistakes the education sector made in responding to the last major disruption of the education system. In the wake of the 2008 recession, many school Read more about What Post-Covid Schools Could Look Like-Starting This Fall[…]

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Cleveland Schools Considering ‘Mastery’ Learning Initiative That Would Scrap Grade Levels

Recently The 74 reported on a new initiative in Cleveland designed to confront Coronavirus learning loss by focusing on mastery learning. Excerpts of the piece appear below: A bold proposal in Cleveland could set the tone for how schools around the country could restart in the fall, one that takes into account students’ vastly different Read more about Cleveland Schools Considering ‘Mastery’ Learning Initiative That Would Scrap Grade Levels[…]

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A Blueprint for Back to School

Writing for AEI, John Bailey and Frederick Hess, in collaboration with a group of former state education chiefs, federal policymakers, district superintendents, and charter school network leaders, have released a blueprint for how to address the challenges that lie ahead in reopening America’s schools. The authors deliberately decided to work with mostly former—rather than current— Read more about A Blueprint for Back to School[…]

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How Do You Keep 21st Century Students Engaged? By Building Up Their ‘Vocational Selves’

Writing for The 74, Bruno Manno explores programs that help nurture students’ occupational identities and vocational selves. Excerpts from the piece appear below: New partnerships are emerging across the U.S. that create innovative educational approaches to preparing America’s young people for jobs, careers and further education, helping them develop an occupational identity and vocational self. Read more about How Do You Keep 21st Century Students Engaged? By Building Up Their ‘Vocational Selves’[…]

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Should K-12 Education Do More Than Prepare for College and Career?

The following reflections come from KnowledgeWorks: What is the purpose of K-12 education? Is it to get you into a good college? To provide you a career or military pathway? To prepare you for life? Maybe it’s all three. Maybe it depends on the student, or the needs of their family or community. There’s considerable Read more about Should K-12 Education Do More Than Prepare for College and Career?[…]

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How are school districts adapting teacher work policies for emergency closures?

Understandably, the sudden closure of schools has been both immeasurably difficult and confusing for students and adults alike. The first priority for most school districts has been ensuring the safety and nutrition of their students, but now the focus is increasingly on how to keep students learning–and that requires forging teacher policies to address issues Read more about How are school districts adapting teacher work policies for emergency closures?[…]

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Imparting Wisdom: HBCU Lessons for K-12 Education

UNCF has released a new report, Imparting Wisdom: HBCU Lessons for K-12 Education, which details historically black colleges and universities’ (HBCUs) longstanding efforts to provide quality educational experiences for their students and how their success may be translated in K-12 schools.  For decades, public education has implemented reforms specifically targeting students of color, but the Read more about Imparting Wisdom: HBCU Lessons for K-12 Education[…]

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Early College: The Little Reform Bundle That Could

Recently, Tom Vander Ark reviewed the literature on early college high school for the Fordham Institute. Excerpts of his piece appear below: Ten years ago I called early college high schools the best philanthropic initiative in education that never scaled. But the idea keeps chugging along gaining steam with policy and practice innovations. It’s now Read more about Early College: The Little Reform Bundle That Could[…]

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