Over the past decade, American schooling has abandoned its focus on safe, orderly schools and high academic expectations in favor of social and emotional learning and trauma-informed pedagogy, particularly in schools serving low-income students and children of color.
This brief challenges the notion that marginalized students of high ability are harmed by advanced education, with implications for better screening measures and expansion of programs.
Because public school enrollment hasn't returned to pre-pandemic levels—and because underlying enrollment trends are negative—it’s likely that some public schools will need to be closed in the near future. But which schools should be considered candidates for closure?
American democracy faces unprecedented challenges from both ends of the political spectrum. On the right, actions to undermine the peaceful transfer of power and suggestions to suspend the Constitution pose severe risks. Meanwhile, on the left, cultural forces on campuses are creating an environment where progressive students increasingly find it acceptable to block opposing views.
Racial achievement gaps in schools are well documented and remain a significant cause of concern in education. Troubling too is that the role of socioeconomic disparities in mediating these gaps remains unresolved.
Amid intense polarization and concerns for America's youth, Carnegie Corporation of New York’s
Reading comprehension depends on the acquisition of decoding, vocabulary, and knowledge, not “comprehension skills” as such. Yet the instructional practices and curricula that are the foundation for many English classrooms assume otherwise.
The state of advanced education in America’s school districts is mediocre. Most districts neglect valuable policies that could expand access and improve student outcomes, resulting in a broken pipeline in advanced education.
In the shadow of a national reckoning on racial equity and in the wake of high-profile debates on the future of advanced (or gifted) education, the landscape of advanced education in the United States stands at a critical juncture.
As the sector’s gatekeepers, charter school authorizers are responsible for ensuring that schools in their purview set students up for success. But can authorizers predict which schools will meet that standard?
This policy brief challenges four key ideas that underpin “equity”-motivated trends in grading reforms.
NACSA is honored to feature the report from the Thomas B.
Because the housing and education markets are linked, evictions and other involuntary changes in residence often force students to change schools at a time when they are vulnerable. But is disrupting at-risk students' education in this manner necessary?
