What are the factors that affect learning at your school?

Posted on September 25, 2019September 25, 2019 by coreeducation

Reducing chronic absence and developing conditions for learning are instrumental to improving outcomes for students and can be improved through policy reform and leadership. Schools and educators have the power to improve both student attendance and conditions for learning. A new Hamilton Project data interactive, “Chronic Absence: School and Community Factors,” examines the factors that Read more about What are the factors that affect learning at your school?[…]

Sounding the Alarm for Boys in our Schools

Posted on August 8, 2019August 3, 2019 by coreeducation

In Fordham’s Flypaper, Erika Sanzi recently wrote about the crisis for American Boys in public schools. Excerpts of the piece appear below: There was a time decades ago when girls trailed boys in math and science and we as a nation deemed that to be unacceptable. Starting in the 1970s, initiatives and organizations sprung up Read more about Sounding the Alarm for Boys in our Schools[…]

Choosing Wisely: How States Can Help Districts Adopt High-Quality Instructional Materials

Posted on June 13, 2019June 8, 2019 by coreeducation

Chiefs for Change, a bipartisan network of state and district education chiefs, released a report showing that many states, tacitly or explicitly, promote the use of low-quality K-12 instructional materials. In the most recent review cycles, some states did not approve even a single highly rated curriculum for school districts to use — despite research Read more about Choosing Wisely: How States Can Help Districts Adopt High-Quality Instructional Materials[…]

Anxiety and Depression as this Generation’s Major Problem

Posted on March 14, 2019March 4, 2019 by coreeducation

Most teens see anxiety and depression as “major problems” among their peers, according to a new survey conducted by the Pew Research Center. It suggests that 7 in 10 teens ages 13 to 17 think those issues are more prevalent than bullying, drug addiction, drinking alcohol, poverty, teen pregnancy and gangs. Concern about mental health Read more about Anxiety and Depression as this Generation’s Major Problem[…]

Having Just One Black Teacher Can Up Black Students’ Chances of Going to College

Posted on December 6, 2018December 3, 2018 by coreeducation

Recently, in Education Week, Madeline Will summarized a new study from Johns Hopkins University that finds that if a Black student has just one or two Black teachers in elementary school, that student is significantly more likely to enroll in college. Black students who had just one Black teacher by 3rd grade were 13 percent Read more about Having Just One Black Teacher Can Up Black Students’ Chances of Going to College[…]

Project Management: An Essential Skill for Students

Posted on October 17, 2018October 11, 2018 by coreeducation

Janice Walton recently wrote a piece for Getting Smart, focused on the need for students to practice and apply Project Management skills in the K-12 classroom. She writes: One of the keys to successfully integrating a project-based learning experience into the classroom is project management. A teacher first must effectively plan for and manage the Read more about Project Management: An Essential Skill for Students[…]

How Creative Youth Development (CYD) Programs Support Student Success

Posted on September 19, 2018September 19, 2018 by coreeducation

Education Commission of the States recently released a new report exploring the design and impact of Creative Youth Development (CYD) programs and providing policy considerations regarding CYD for states looking for ways to narrow the achievement gap and support student success. In CYD programs, young people create original work through arts experiences and apply their Read more about How Creative Youth Development (CYD) Programs Support Student Success[…]

Curriculum as a Lever for Change

Posted on August 29, 2018August 17, 2018 by coreeducation

Ashley Berner, writing for Fordham’s Flypaper, explores the power of curriculum as a serious lever for change. Her post summarizes the research on this important topic. Excerpts appear below: American policymakers haven’t usually viewed curriculum as a serious lever for change. This is unfortunate, since a growing body of research suggests that a high-quality curriculum, Read more about Curriculum as a Lever for Change[…]

Student Learning That Works: How Brain Science Informs a Student Learning Model

Posted on August 15, 2018August 7, 2018 by coreeducation

Knowing how the brain receives new information, creates memories, and accesses stored knowledge can help educators plan memorable lessons for their students. In a new report, Student Learning that Works: How Brain Science Informs a Student Learning Model, McREL CEO and author Bryan Goodwin reviews the science of memory and gives practical classroom tips and Read more about Student Learning That Works: How Brain Science Informs a Student Learning Model[…]

Personalized Learning Through Co-Teaching, Team Teaching, and Collaboration

Posted on June 27, 2018June 24, 2018 by coreeducation

Writing for The 74, Thomas Arnett and Bryan Hassel summarize ways innovative schools are utilizing novel staffing structures to facilitate personalized learning. Excerpts from their piece appear below: By adding personalized learning to teachers’ workloads without changing how schools are organized, schools face a great risk that their attempts to personalize learning will fall short Read more about Personalized Learning Through Co-Teaching, Team Teaching, and Collaboration[…]

Disadvantaged Kids Need Equal Access to Great Teachers

Posted on May 17, 2018May 10, 2018 by coreeducation

Kevin Mahnken, writing for The 74, recently reviewed a new working paper by the Center for Analysis of Longitudinal Data in Education Resear (CALDER). The study, conducted by CALDER director and University of Washington professor Dan Goldhaber, synthesizes two separate research topics: the influence of teacher quality on student achievement, and the inequities in access Read more about Disadvantaged Kids Need Equal Access to Great Teachers[…]

Teachers of Color: In High Demand and Short Supply

Posted on May 15, 2018May 10, 2018 by coreeducation

The Learning Policy Institute has examined national data and recent research on the barriers teachers of color face to both entering and staying in the profession. Their new report, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, includes recommendations intended to help policymakers increase teacher workforce diversity-an especially important strategy to Read more about Teachers of Color: In High Demand and Short Supply[…]

Teacher Coaching Can Boost Instruction and Student Achievement. But Can It Be Scaled Up?

Posted on April 13, 2018April 6, 2018 by coreeducation

One-on-one teacher coaching generates meaningful improvements to both classroom instruction and student achievement, according to a newly published meta-analysis of existing research. But there’s a tricky caveat: Efforts to expand coaching programs on a wider scale might only dilute their value, the authors find. Key takeaways from this study include the following: Coaching programs tend Read more about Teacher Coaching Can Boost Instruction and Student Achievement. But Can It Be Scaled Up?[…]

Key Strategies to Promote Educator Effectiveness

Posted on April 5, 2018March 29, 2018 by coreeducation

According to a new evaluation brief from National Center for Education Evaluation (NCEE), providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement. The evaluation brief synthesizes two recent NCEE impact studies, which evaluated key strategies that can be funded through the federal Teacher Incentive Fund (TIF) grants and its successor program, Read more about Key Strategies to Promote Educator Effectiveness[…]

‘No-Excuses’ Charter Schools Could Close the Achievement Gap

Posted on March 8, 2018March 1, 2018 by coreeducation

A new survey of research into charter school effectiveness has linked so-called no-excuses practices in urban charter schools to sizable academic gains. Published in the Winter 2018 edition of The Future of Children, a journal jointly published by Princeton University and the Brookings Institution, the survey found that spending three years in one of these Read more about ‘No-Excuses’ Charter Schools Could Close the Achievement Gap[…]

Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math

Posted on February 9, 2018February 1, 2018 by coreeducation

A study conducted by American Institutes for Research (AIR) for the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have a positive effect on student achievement in math. These findings are important for states and districts looking for ways to boost educator Read more about Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math[…]