What to do about the Covid kindergarten cohort?
Editor’s note: This is the third in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
Editor’s note: This is the third in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
Despite the burgeoning interest in “high-quality instructional materials” (HQIM) and energetic efforts in recent years to incentivize their use, “evidence is mixed on how much teachers actually use the materials that districts or schools adopt,” note the authors of a new research report from the RAND Corporation.
A few months ago, I wrote an article about Covid-19 learning loss and t
Among the many reasons equity advocates are celebrating new leadership in Washington is the hope that President Biden and Secretary of Education-designate Cardona will do more to help students with disabilities. These kids struggled mightily in school before the pandemic, and no group of students has suffered more from remote and hybrid learning.
Still reeling from the assault on the Capitol and the subsequent impeachment effort against Former President Trump, the education sphere’s attention has understandably returned to the need to resuscitate the teaching of civics and history. If schools did a better job of grounding our students in the principles of a free society and a basic understanding of U.S.
Editor’s note: This is the second in a series of posts about envelope-pushing strategies schools might embrace to address students’ learning loss in the wake of the pandemic.
Gifted education is usually thought of as comprising separate classrooms that participating students attend for part of the day, and that move faster through curricular material or examine it at greater depth than “regular education” classrooms. This, of course, is only possible because all of the students in gifted classrooms are up to the challenge of this enhanced instruction.
Last week, NY1 reported that the New York City Department of Education will end its elementary-level gifted and talented test after administering it in person this April.
I’ll miss the Jack Kent Cooke Foundation now that it has closed its research and evaluation department, where I served as director from 2011 to 2020. After almost a decade examining challenges faced by high-ability students, I’ve learned a lot. I want to share with you ten of the key takeaways.
History, well taught, equips students with the ability to see through current crises. Civics, well taught, fosters in every heart an investment in democratic processes and a respect bordering on reverence for the rule of law.
As the world struggles through some of the darkest days of the pandemic, and more schools shift back to remote learning, we at the Thomas B. Fordham Institute are spending most of our time thinking about what comes next: educational recovery.
Nearly every day, social media plucks some poor, anonymous face in the crowd from obscurity and makes him famous. If you’re making New Year’s Resolutions this year, one should be never to be that guy.