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.
For many years, the Susan Thompson Buffett Foundation (STBF) in Nebraska has provided full-ride college scholarships to eligible high school graduates in the state. This randomized study examines how such largesse affects higher education enrollment and degree completion.
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.
For the past decade, Washington, D.C., schools have shone as a success story, with achievement for all students rising steadily in elementary and middle schools and more quickly than the national average.
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.
The Covid-19 pandemic has run roughshod over so much of our education system, closing schools, sending students home to try to learn remotely, and obliterating last year’s summative state tests.
Most young children are surrounded by cell phones, tablets, and computers, both for personal use and, in the midst of the Covid-19 pandemic, for school. Studies show that extensive technology use can have negative effects on children’s development and academic achievement, but little research exists to show which children are most likely to become frequent users of technology.
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.