ED Releases “Strategies for Using ARP Funding to Address the Impact of Lost Instructional Time”

Posted on September 22, 2021September 21, 2021 by coreeducation

Students across the country continue to return to in-person learning after more than a year of varied access to the educational opportunities they need to succeed. For example, some estimates show that 3 million students have either been consistently absent from or have not been actively participating in remote learning since the beginning of the Read more about ED Releases “Strategies for Using ARP Funding to Address the Impact of Lost Instructional Time”[…]

Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices

Posted on June 1, 2021May 28, 2021 by coreeducation

Writing for the Fordham Institute, Jeff Murray recently reviewed the results of a new Growth Mindset survey administered for the first time with the 2018 PISA assessment. Excerpts of the piece appear below: For the 2018 administration of the test, PISA included a “growth mindset” instrument. Students who have this mindset believe that intelligence is Read more about Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices[…]

Learner Agency: Students Driving their Own Learning

Posted on April 28, 2021April 25, 2021 by coreeducation

In the past year, more students have engaged in self-directed, independent learning than ever. One organization, Griptape, has been perfecting their approach to cultivating Learner Agency through their work with over 12,000 students during Learning Challenges since 2015. After completing an application describing their passion project, selected students (teens ages 14-19, most of whom are Read more about Learner Agency: Students Driving their Own Learning[…]

Career Pathways as a New Bipartisan Education Agenda

Posted on April 20, 2021April 18, 2021 by coreeducation

Bruno Manno of the Walton Family Foundation and Lynn Olson of FutureEd recently partnered to propose a new bipartisan education agenda focusing on offering multiple career pathways to students. Excerpts from the piece appear below: The new career pathways emerging around the country exemplify what University of Texas law professor Joseph Fishkin calls opportunity pluralism, Read more about Career Pathways as a New Bipartisan Education Agenda[…]

Young People’s Experiences Navigating the World of Work

Posted on April 14, 2021April 11, 2021 by coreeducation

A report released by The YES Project at America’s Promise Alliance provides key insights into young people’s conceptions of the changing employment landscape and what it means to be ready for, connected to, and supported within today’s world of work. Drawing from interviews with 65 young people, ages 16-28, who are participants in one of Read more about Young People’s Experiences Navigating the World of Work[…]

The Acceleration Imperative

Posted on April 13, 2021April 11, 2021 by coreeducation

A new resource from the Thomas B. Fordham Institute, The Acceleration Imperative: A Plan to Address Elementary Students’ Unfinished Learning in the Wake of COVID-19, aims to give the nation’s chief academic officers and other educators a head start on planning for that recovery, with a particular focus on high-poverty elementary schools. It has four Read more about The Acceleration Imperative[…]

The Pandemic Offers an Opportunity to Rethink K-16 Education

Posted on February 17, 2021February 14, 2021 by coreeducation

Dan Domenech, executive director of AASA, The Superintendents Association, recently wrote a piece for the National Student Clearinghouse, claiming that the pandemic provides an opportunity to rethink the education system and to move toward exposing K-12 students to “opportunities and pathways that are available other than just a college degree.” “The reality is that after Read more about The Pandemic Offers an Opportunity to Rethink K-16 Education[…]

Many Students with the Potential to Excel in STEM Fields Struggle in School

Posted on August 26, 2020August 24, 2020 by coreeducation

Writing for the Fordham Institute, Joni Lakin and Jonathan Wai review the struggles that visual learners encounter in traditional schooling and outline the loss to the STEM field when these students decide STEM is not for them. Excerpts of the piece appear below: Students who have the kinds of talent scientists and engineers need to Read more about Many Students with the Potential to Excel in STEM Fields Struggle in School[…]

The “Gifted Gap” Was Already Growing Before the Pandemic

Posted on August 20, 2020August 17, 2020 by coreeducation

Writing for the Fordham Institute, Chris Yalumaby reviews the “gifted gap” between low- and high-income students and the compounding effects of the Coronavirus pandemic. Excerpts from the piece appear below: The Covid-19 pandemic has further exposed the inequities that have long existed in the K-12 education system. School closures due to the outbreak are particularly Read more about The “Gifted Gap” Was Already Growing Before the Pandemic[…]

The Power of The Science of Learning in Action

Posted on January 29, 2020January 27, 2020 by coreeducation

What happens when teachers start using science of learning principles? A new, rigorous study suggests some very powerful outcomes for students. A group of researchers have been exploring the question of what happens when teachers get professional development based on the science of learning. Their latest research article explores the effectiveness of two approaches to Read more about The Power of The Science of Learning in Action[…]

How to Help Students who are Several Grade Levels Behind

Posted on December 5, 2019November 17, 2019 by coreeducation

All 2019 Wonkathon submissions are in. This year’s Wonkathon asked contributors to address a fundamental and challenging question: What’s the best way to help students who are several grade levels behind? Fordham’s Flypaper received nineteen submissions from policy experts and education practitioners. As expected, there was a wide range of solutions offered, and no two Read more about How to Help Students who are Several Grade Levels Behind[…]

New Data Tool Rates ‘Educational Opportunity’ Offered in Nation’s Schools, Districts

Posted on October 15, 2019March 3, 2020 by coreeducation

An interactive data tool from the Educational Opportunity Project at Stanford University creates the first database that attempts to measure the performance of every elementary and middle school in the country. The data set not only provides academic achievement for schools, districts, and states around the country, but it also allows those entities to be Read more about New Data Tool Rates ‘Educational Opportunity’ Offered in Nation’s Schools, Districts[…]

Growth Data: It Matters, and It’s Complicated

Posted on February 6, 2019February 2, 2019 by coreeducation

Forty-eight states and Washington, DC have committed to measuring and reporting on individual student growth under ESSA. This means everyone in those states – from parents to policymakers – will have more information than before on student performance and school quality. But the questions they’ll be able to answer depend on how states measure growth. Read more about Growth Data: It Matters, and It’s Complicated[…]

In the Driver’s Seat: GripTape Learning Report

Posted on January 16, 2019March 3, 2020 by coreeducation

In 2015, an organization called GripTape began a new experiment to see what would happen if young people were put in the driver’s seat of their own learning. GripTape’s most recent learning report details the results of this bold experiment, among which are the following outcomes: Youth experience a powerful and sustained transformation in their Read more about In the Driver’s Seat: GripTape Learning Report[…]

A Student Agency Game Plan – How to Use Data to Bridge Choice and Accountability

Posted on September 28, 2017September 17, 2017 by coreeducation

Writing for EdSurge, Winnie O’Leary offers an overview of how to utilize data to build student agency while also holding students accountable. Excerpts from the piece appear below: A few years ago, Harvard’s Achievement Gap Institute conducted a study on teaching and student agency. The study recognized agency as potentially “…as important an outcome of Read more about A Student Agency Game Plan – How to Use Data to Bridge Choice and Accountability[…]