Schools should support gifted students, not work against them
Editor's note: This blog was first published as a letter to the editor in the Washington Post on August 7, 2016.
Editor's note: This blog was first published as a letter to the editor in the Washington Post on August 7, 2016.
No, I’m not referring to the Golden State’s rich palette of ethnic and other minority (and majority) groups, nor to its desire that they’ll live, work, and go to school in harmony, like Monet’s Water Lilies or Matisse’s Fauve masterpieces.
You're invited to join in the conversation and contribute to Ohio’s Every Student Succeeds Act (ESSA) plan.
Earlier this year, in his final State of the Union address, President Barak Obama asked, “How do we give everyone a fair shot at opportunity in this new economy?” Education is a powerful tool to help do that.
Many education stakeholders see the Every Student Succeeds Act (ESSA) as an opportunity to fix the most problematic provisions in NCLB. For many critics, the biggest bogeyman was too much standardized testing and its associated accountability measures.
This Fordham study, conducted by learning technology researcher June Ahn from NYU, dives into one of the most promising—and contentious—issues in education today: virtual schools. What type of students choose them? Which online courses do students take? Do virtual schools lead to improved outcomes for kids?
Editor's note: This post reproduces a letter sent to Secretary of Education John King on July 29. Dear Mr. Secretary:
We hear parents, teachers, and students use the word hope every day. But what exactly does it mean? When we read or hear the word, we might think of a positive outlook or desire, yet its true definition is nebulous. It implies that something will automatically or magically occur without effort.
The new education law of the land—the Every Student Succeeds Act (ESSA)—has been the talk of the town since President Obama signed it into law in December 2015.
Ensuring that highly able learners are recognized through systematic programming is of the highest importance.
The San Francisco 49ers are taking science, technology, engineering, and mathematics (STEM) education to new heights for children throughout Silicon Valley.
No Child Left Behind (NCLB) required states to identify and intervene in persistently low-performing schools.
By Elliot Regenstein
By Robert Pondiscio
Darius Brown’s educational biography,
Children with extraordinary gifts and talents experience drastically different needs. We parents, teachers, and advocates often get nervous calling attention to bright children, and we often fall into the trap of working under the radar or even making ourselves invisible.
Scott J. Peters
Elite public academies like Boston Latin, Stuyvesant High School, and San Francisco’s Lowell High School have long been acclaimed for the top-flight academics they offer to applicants who pass their rigorous entrance exams.
Earlier this month, the Department of Education released new data exposing the uneven suspension rates and limited learning opportunities faced by students from disadvantaged backgrounds.
Jamie Davies O’Leary
During my first year at the University of South Carolina, I often purchased a morning cup of coffee in the university’s student union. Early one morning, I spotted a young man dressed in a business suit and bow tie carrying on an animated conversation with a group of undergraduates.
By Michael J. Petrilli and Brandon L. Wright
ESSA implementation means changes to Ohio's school report cards
We here at Fordham are really jazzed about the potential of high-quality career and technical education (CTE).
Students at the Thomas Jefferson High School for Science and Technology produce the highest SAT and ACT scores in the nation. All of the students take at least one Advanced Placement exam, with 97 percent of them scoring well enough to receive college credit. But those high scores don’t come without intellectual cost.
As Flypaper readers know all too well, newly arrived Education Secretary John B. King, Jr., is in hot water with Congress, state governors, and various school reformers.
With our laser-like focus on American K–12 education (and the even narrower territory of American K–12 reform), it can be easy to forget that good schooling can be found in many forms—and many settings.