Building a better (community) college student through remediation
By Jeff Murray
By Jeff Murray
The goal of gifted programs should reflect that of any other educational program: to engage students with appropriately challenging curricula and instruction on a daily basis and in all relevant content areas so that they can make continual academic growth.
Over the past decade, Tennessee has seen steady growth in math, science, and social studies scores. Those gains have been accompanied, as in many states, by rising high school graduation rates. But all is not well in the Volunteer State.
Thanks to No Child Left Behind and its antecedents, American education has focused in recent decades on ensuring that all children, especially those from poor and minority backgrounds, attain a minimum level of academic achievement.
For some, the ivory tower of academia is “ivory” in more ways than one.
If you’ve been keeping up with the Common Core scandal pages, you may be wondering who Dianne Barrow is.
A new study from the Department of Education’s Institute of Education Sciences provides results for fourth-grade students on the 2012 NAEP pilot computer-based writing assessment. The study asks whether fourth graders can fully demonstrate their writing ability on a computer and what factors are related to their writing performance on said computers.
Education reform has been a specialty of Jeb Bush’s, and his track record on this issue in Florida is unbeatable. He knows the topic up, down, and sideways.
Nearly thirty years ago, a then-obscure University of Virginia professor named E.D. Hirsch, Jr. set off a hot national debate with the publication of Cultural Literacy.
In a perfect world, all children would have access to an inspiring, well-rounded education, especially in pre-K and elementary school. They need a solid grounding in history, science, art, music, and literature.
My wife and I both spend time working with our kids on their homework. We have also made a family tradition of “Saturday School,” a routine that my wife and I instituted a couple of years ago because our kids’ school was using a pre-Common Core math curriculum that wasn’t keeping pace with the standards.
Editor's note: This is the first in a series of blog posts that will be collaboratively published every Wednesday by the National Association for Gifted Children and the Thomas B. Fordham Institute. Each post in the series will exist both here on Flypaper and on the NAGC Blog.
By Robert Pondiscio