Addressing the learning needs of students performing above grade level
By Yasmine Rana
By Yasmine Rana
No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency” bar. Meanwhile, it ignored the educational needs of high achievers, who were likely to pass state reading and math tests regardless of what happened in the classroom.
By Brandon L. Wright
The games of the thirty-first Olympiad are over. Maybe now I will be able to catch up on my sleep! For two weeks I stayed up way too late, spellbound by the competition between the world’s greatest athletes. I loved the world records, the close finishes, the upsets, the rivalries, and the camaraderie. I loved the emotion.
Success is a lousy teacher. It seduces smart people into thinking they can’t lose. — Bill GatesHow do you define success? Is it the accomplishment of one’s goals? Is it the attainment of wealth, position, honors? Is it happiness? Is it all of these, selected from a number of definitions on Wikipedia?
By Chester E. Finn, Jr.
Editor's note: This blog was first published as a letter to the editor in the Washington Post on August 7, 2016.
Earlier this year, in his final State of the Union address, President Barak Obama asked, “How do we give everyone a fair shot at opportunity in this new economy?” Education is a powerful tool to help do that.
We hear parents, teachers, and students use the word hope every day. But what exactly does it mean? When we read or hear the word, we might think of a positive outlook or desire, yet its true definition is nebulous. It implies that something will automatically or magically occur without effort.
Ensuring that highly able learners are recognized through systematic programming is of the highest importance.
The San Francisco 49ers are taking science, technology, engineering, and mathematics (STEM) education to new heights for children throughout Silicon Valley.
Darius Brown’s educational biography,
Scott J. Peters
Elite public academies like Boston Latin, Stuyvesant High School, and San Francisco’s Lowell High School have long been acclaimed for the top-flight academics they offer to applicants who pass their rigorous entrance exams.
Earlier this month, the Department of Education released new data exposing the uneven suspension rates and limited learning opportunities faced by students from disadvantaged backgrounds.
During my first year at the University of South Carolina, I often purchased a morning cup of coffee in the university’s student union. Early one morning, I spotted a young man dressed in a business suit and bow tie carrying on an animated conversation with a group of undergraduates.
We here at Fordham are really jazzed about the potential of high-quality career and technical education (CTE).
Students at the Thomas Jefferson High School for Science and Technology produce the highest SAT and ACT scores in the nation. All of the students take at least one Advanced Placement exam, with 97 percent of them scoring well enough to receive college credit. But those high scores don’t come without intellectual cost.
In my work with hundreds of families, I have observed one common truth: Parents are the experts on their own children, especially when it comes to giftedness. Parents often observe certain characteristics in their children and view them as positive traits—until those same characteristics are regarded negatively in school.
If you had a magic wand and could change one thing to ensure the availability of great gifted education services for students in your community, what would it be? A state mandate? More funding? A wide array of service requirements based on what we know about giftedness and best practices for promoting the development of high-ability learners?
The following text is an excerpt from Aiming Higher Together: Strategizing Better Educational Outcomes for Boys and Young Men of Color, an Urban Institute report authored by Ronald F. Ferguson of Harvard University.
At the turn of the twentieth century, scholars and politicians alike were wrestling with a new America. It was the end of Reconstruction, and race relations in the country were coming to the fore of the national conversation. Sociologists and politicians were embroiled in contentious discussions that would shape the nation’s development.
Although we consider creativity and critical thinking two of the most important skills today, children often have limited opportunities to flex their creative muscles. Parents and teachers need to encourage creative children to find at least one outlet, along with venues and audiences to showcase their work.
Last week, the Department of Education released the 2015 Nation’s Report Card for twelfth graders. As with the fourth- and eighth-grade scores provided last fall, there was little to celebrate. In the core subjects of math and reading, average scores held firm at the same unimpressive level they’ve been at since 2009.
Whether the goal is to enhance instruction, create a culture of excellence, or broaden education options for parents, it’s nearly impossible to improve schools without strong leaders. This is hardly news; much evidence has indicated the importance of effective principals for decades.
Observing what a young person is capable of is always exciting. Many of the limits we thought children had do not seem to be as absolute as we once believed. The more we study children, the more we discover that our beliefs are limited, not the abilities of kids.Are children born gifted?
Over the past year, the Thomas B. Fordham Institute has published numerous articles (including a book) explaining how schools across the country are overlooking high-achieving poor students.
By Robert Pondiscio
How often have you heard, “Gifted students will do fine on their own?” This is just one of the many myths that become barriers to properly educating millions of high-potential students. The following is a list of the most prevalent myths in gifted education, accompanied by evidence rebutting each of them.