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Displaying 391-420 of 468 results
Commentary
3.11.2021
Charter Schools, Governance, Teachers & School Leaders

Working with communities is hard and complex—and vital

Karega Rausch

Centering the work of charter schooling and authorizing in communities means listening to the aspirations and needs they have for students—especially communities that have been overlooked and not prioritized, like communities of color, those from lower-income tax brackets, and those with disabilities—and delivering with, not to, them.

Report
3.10.2021
Evidence-Based Learning, Curriculum & Instruction, Personalized Learning

The narrow path to do it right: Lessons from vaccine making for high-dosage tutoring

Mike Goldstein, Bowen Paulle

High-dosage tutoring is receiving a lot of buzz as a promising tool to address learning loss in the wake of the Covid-19 pandemic. But unlike vaccines, successful tutoring programs are challenging to scale with fidelity. In this paper, long-time educators Michael Goldstein and Bowen Paulle explain how leaders can smartly scale promising tutoring programs that can boost student outcomes.

Commentary
3.4.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Personalized learning for the wee ones in the wake of the pandemic, Part I

Michael J. Petrilli

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.

Commentary
3.4.2021
Charter Schools, Curriculum & Instruction, Governance, Teachers & School Leaders

Jay Mathews’s admirable optimism about American education

Chester E. Finn, Jr.

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?”

Commentary
3.4.2021
Evidence-Based Learning, Governance, Teachers & School Leaders

Digging deeply into the data on school turnarounds

Olivia Piontek

States embraced school turnaround efforts in the wake of the No Child Left Behind (NCLB) Act in the early 2000s. These took various forms at first, as each state pursued their own turnaround strategies per NCLB’s requirements.

Commentary
2.25.2021
Curriculum & Instruction, Governance, Teachers & School Leaders

Is hybrid learning killing teaching?

Robert Pondiscio

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.

Commentary
2.25.2021
Evidence-Based Learning, Career & Technical Education

Assessing the value of community college credentials

Amber M. Northern, Ph.D.

The return on investment for four-year college degrees is fairly well-established in terms of graduates’ employment and

Commentary
2.23.2021
Evidence-Based Learning, Governance

Gen Z and Millennials are bullish on their futures and critical about today’s schools

Bruno V. Manno

Generation Z and Millennials are optimistic about their future and confident it will be filled with opportunity, despite the pandemic and other problems they face. Two in three (67 percent) believe they “have the opportunity to achieve the American dream,” with more than one in two (56 percent) saying “all people in my generation” can achieve it.

Commentary
2.18.2021
Governance, Teachers & School Leaders

Power to the people? Part I

Chester E. Finn, Jr.

Perhaps the biggest buzz in education-reform circles these days, and among the philanthropies that pay for such things, is community empowerment and community control.

Commentary
2.18.2021
Evidence-Based Learning, Curriculum & Instruction, Governance, Teachers & School Leaders

Are classroom instructional materials meeting the needs of English learners?

Julie Fitz

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.

Commentary
2.12.2021
School Finance, Governance, Teachers & School Leaders

How schools should spend federal Covid-19 aid

Brandon L. Wright

With two big rounds of Covid-19 aid having been sent to schools and at least a third on the horizon, leaders must make difficult decisions, especially as more schools reopen and the pandemic rages on. How can they use this money to best mitigate risk, facilitate effective hybrid learning, and most importantly, get kids back on track after suffering substantial learning losses?

Commentary
2.11.2021
Accountability & Testing, Evidence-Based Learning, Curriculum & Instruction, Teachers & School Leaders

Literacy is equity

Robert Pondiscio

Any discussion about “equity” in education that is not first and foremost a discussion about literacy is unserious.