Harvard Economist Offers Gloomy Forecast on Reversing Pandemic Learning Loss

Along with collaborators from Dartmouth, the CALDER Center at the American Institutes for Research, and the nonprofit testing group NWEA, Harvard economist Tom Kane released a paper this May incorporating pre- and post-pandemic testing data from over 2 million students in 49 states. Its conclusion: Remote instruction was a “primary driver of widening achievement gaps” Read more about Harvard Economist Offers Gloomy Forecast on Reversing Pandemic Learning Loss[…]

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Teaching virtue in the digital age

Writing for the Fordham Foundation, Jennifer Frey recently argued the case for teaching cyber-wisdom and reviewed a new curriculum that seeks to do just that. Excerpts from the piece appear below: Practical wisdom generally is the habit of mind that allows one to make good practical judgments in the circumstances of her everyday life. Cyber-wisdom Read more about Teaching virtue in the digital age[…]

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Does class size really matter? A Chalkbeat look at the research

Recently Matt Barnum reviewed the research on class size for Chalkbeat. Excerpts of the piece appear below: The key takeaways: Students often do better in smaller classes. But there’s no agreement on exactly how much better, and it remains an open question whether or not class size reduction is a particularly good use of funds Read more about Does class size really matter? A Chalkbeat look at the research[…]

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With Grants, Accelerate ED Looks to Better Link K-12, College & Work

Writing for The 74, Sara Allan of the Bill & Melida Gates Foundation, explained a new Gates-funded project, Accelerate ED, which is providing grants in 12 states for programs that seek to link K-12 education, college, and the workplace. Excerpts of the piece appear below: Today, we’re proud to launch Accelerate ED: Seamless Pathways to Read more about With Grants, Accelerate ED Looks to Better Link K-12, College & Work[…]

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Got Staff? Get Cultured! The Key Ingredients to Nurturing Adult Learning Communities

Next Generation Learning Challenges has released an informative guide to nurturing adult learning communities. Excerpts from the piece appear below: It is only by cultivating the types of adult learning cultures where our teachers feel revived and excited about the work that we can hope to create the types of schools where students feel empowered Read more about Got Staff? Get Cultured! The Key Ingredients to Nurturing Adult Learning Communities[…]

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Michigan Student Teachers could Get Paid for their Classroom Time

Recently in Chalkbeat, Tracie Mauriello reviewed a new program in Michigan that allows student teachers to get paid for the time they spend in the classroom. Excerpts from the piece appear below: The Michigan House passed a bill that would provide student teachers a stipend of $90 per day. Experienced teachers who serve as their Read more about Michigan Student Teachers could Get Paid for their Classroom Time[…]

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Unfinished Agenda: The Future of Standards-Based School Reform

Future Ed recently published a piece in which Michael Cohen and Laura Slover review the history of standards-based school reform and propose next steps for the future.  The long campaign to raise standards in the nation’s public schools, for decades the cornerstone of efforts to improve the educational opportunities and outcomes of traditionally underserved students, Read more about Unfinished Agenda: The Future of Standards-Based School Reform[…]

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Sustaining Investments in Teachers beyond the American Rescue Plan

A recent fact sheet from the U. S. Department of Education outlines ways states and districts can sustain their investments in teachers beyond the use of American Rescue Plan funding.  Excerpts appear below: Federal investments are available to support states, districts, and schools as they work to address immediate teacher shortages exacerbated by the pandemic Read more about Sustaining Investments in Teachers beyond the American Rescue Plan[…]

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Make Teaching a True Pathway to the Middle Class for Young Latino Teachers

Recently in The 74, Daniel Velasco wrote a piece calling for the education community to do more to recruit and retain young Latino teachers. Excerpts from the piece appear below: We are losing an entire generation of teachers of color, at a time when the diversity of our students continues to grow. The real measure Read more about Make Teaching a True Pathway to the Middle Class for Young Latino Teachers[…]

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Secretary Cardona Lays Out Vision to Support and Elevate the Teaching Profession

U.S Secretary of Education Miguel Cardona recently laid out his vision for how the nation can support teachers across the country and elevate the teaching profession. During an address and fireside chat at the Bank Street College of New York, Secretary Cardona discussed how the Department, states and districts, and higher education institutions can recruit, Read more about Secretary Cardona Lays Out Vision to Support and Elevate the Teaching Profession[…]

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The Adequacy and Fairness of State School Finance Systems, 4th edition

A joint report by researchers from the Albert Shanker Institute and Rutgers University Graduate School of Education finds that high-poverty districts and students of color suffer from K-12 funding that is, on average, well below estimated adequate levels, while low-poverty districts and white students enjoy funding that far exceeds adequate levels. The authors also find Read more about The Adequacy and Fairness of State School Finance Systems, 4th edition[…]

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68 Years After Brown, Schools Still ‘Highly’ Segregated: 4 Takeaways from Study

Writing for The 74, Linda Jacobson reviews a new study that explores segregation in U.S. public schools. Excerpts of the piece appear below: In the 2018-19 school year, one in six students attended a school where over 90% of their peers were of the same race, with school districts in New York City and Milwaukee Read more about 68 Years After Brown, Schools Still ‘Highly’ Segregated: 4 Takeaways from Study[…]

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The college gender gap begins in kindergarten

Writing for Fordham’s Flypaper, Michael Petrilli explores the college gender gap and finds that it begins in kindergarten. Petrilli’s recommendations rest on three facts: At the close of the 2020–21 academic year, women made up 59.5 percent of college students, an all-time high, and men 40.5 percent, according to enrollment data from the National Student Read more about The college gender gap begins in kindergarten[…]

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What does teacher certification contribute to outcomes for students with disabilities?

Reams of research have reported contradictory outcomes for students with disabilities (SWDs) who are taught in general education classrooms alongside their non-disabled peers versus learning in settings with only SWDs. A new report focuses on teacher certification as a possible mechanism to explain the variations in outcomes. J. Jacob Kirksey from Texas Tech University and Read more about What does teacher certification contribute to outcomes for students with disabilities?[…]

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Continuously Improving Tiered Systems of Supports

While schools generally use a Tiered System of Supports to meet the diverse needs of students, this process is often used reactively and transactionally, rather than proactively. Engaging in ongoing refinement of their Tiered System of Supports can assist schools in providing effective and high-leverage schoolwide universal and personalized supports to all students. A new Read more about Continuously Improving Tiered Systems of Supports[…]

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The 101 on Evidence-Based College Completion Programs

Colleges and universities fail to graduate just under half of all students who enter their programs. This is often due to external factors and barriers that affect students’ ability to focus on learning—like being a student parent or provider for their family, encountering mental health difficulties, or the rising cost of attendance. However, evidence-based college Read more about The 101 on Evidence-Based College Completion Programs[…]

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