The role of out-of-school supports in boosting academic outcomes
Structured activities and services provided outside of the regular school day were increasingly the focus of public investment in the U.S. prior to the coronavirus pandemic.
Structured activities and services provided outside of the regular school day were increasingly the focus of public investment in the U.S. prior to the coronavirus pandemic.
In a previous Flypaper post, Mike Petrilli described the challenge of personalizing instruction for our youngest learners as the “Mount Everest” of education.
School choice proponents argue that when parents vote with their feet—and dollars—schools listen. But choice is no match for the pandemic of wokeness that has seized K–12 education. The most advantaged, privileged, and powerful parents in America have been cowed into submissive silence when elite schools of choice adopt neoracist practices masquerading as “anti-racism.”
Now that Uncle Sam’s check is in the mail, one of the biggest hopes for schools is that they will be able to leverage the massive infusion of cash to be more creative, imaginative, and innovative.
Editor’s note: This is the fifth and final installment in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
One of the best-selling education books of the Covid era is one you’ve probably never read and maybe never even heard of. Teach Your Child to Read in 100 Easy Lessons was written nearly forty years ago by Siegfried Engelmann, who passed away in 2019.
Editor’s note: This is the fourth in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
Bullish but far from sanguine is how I view the ambitious history-and-civics “roadmap” unveiled
Despite last week’s announcement by the U.S. Department of Education that it won’t grant blanket testing waivers this year, a number of states have decided to push for one anyway.
Yes, I blurbed it—and I like it. Yes, a visitor to our home, a worldly and skeptical sort, hefted it and looked at the title and asked me “Isn’t that awfully thick for a book about optimism regarding American public education?”
A lot of us have been confused, angry, and frustrated by the reluctance of some teachers, and particularly their unions, to resume in-person instruction.
As English learners approach language proficiency, does it matter whether they continue to receive English language instruction? A recent paper published in Economics of Education Review seeks to answer this question for English learners in Minnesota.
Back in May 2020, The U.S. Department of Education had to issue guidance clarifying that, yes, schools and districts were still required to provide language instruction services for English learners (EL) during remote learning.
Any discussion about “equity” in education that is not first and foremost a discussion about literacy is unserious.
Why do some students succeed and others lag behind? This is, of course, a central question in education policy.
Recent work published in the Journal of Labor Economics examines how school segregation may be related to racial gaps in special education identification.
If the pandemic vanished tomorrow and all U.S. schools instantly reopened in exactly the same fashion as they were operating last February, how many parents would be satisfied to return their daughters and sons to the same old familiar classrooms, teachers, schedules and curricula? A lot fewer than the same old schools and those who run and teach in them are expecting back!
The father testifying before Virginia’s Loudon County school board
Predicting the effects of pandemic-related disruption on students’ education is a vital but fraught pursuit.
Thanks to the No Child Left Behind Act, annual testing in math and reading for students in grades three through eight became mandatory in every state beginning in 2005.
Editor’s note: This interview was first published by Rick Hess on his blog with Education Week, Rick Hess Straight Up.
Let’s start with a little game. Trust me, it will be helpful if you play along… Grab a piece of paper and a writing utensil. Complete the following sentence: First-year or early-career teachers typically struggle most with… (Try to come up with a few answers.)
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.