On September 12, 1962, Dr. Martin Luther King Jr. spoke at the request of the New York Civil War Commission at the Centennial Celebration of the Emancipation Proclamation.
Far too many high-achieving children are drifting through middle and high school. Despite their potential, they don’t end up taking AP exams, achieving high marks on their ACTs, or going to four-year colleges. This limits their ability to move up the social ladder, threatens U.S. economic competitiveness, and derails our aspirations for a more just society. We must stop buying into the false assumption that high-achieving kids will do fine on their own.
Covid-19 school shock disrupted our way of doing education, unbundling the familiar division of responsibilities among home, school, and community organizations. Nearly every parent of school-age children had to create from scratch a home learning environment using online technology and rebundling school services to meet their needs.
After more than eighteen months of pandemic-induced commotion to education, data continue to roll in regarding various negative impacts on young people.
Increasingly, teachers are not shy about expressing their views on charged racial and political views. This may be a symptom of a profound shift in our relationship with institutions and the role they play in our lives. Where institutions once functioned as molds of our character and behavior, they’re now platforms on which we stand to be seen. And this could be cratering our trust in them.
“As a broader mechanism for equity, [Advanced Placement] has fallen short, unable to overcome the powerful structural forces that disadvantage far too many students,” writes Anne Kim in a recent long-form article in Washington Monthly titled “AP’s Equity Face-Plant.” “If the ultimate goal
We’ve been polling district finance leaders about their biggest concern in this moment, and the most common answer is financial problems down the road.
The growth in popularity of social and emotional learning (SEL) is bringing with it increased attention to and scrutiny of what exactly SEL means and questions about whether it is something more than just another educational fad or ideological movement.
The outlook has gotten bleak for the anti-racist and CRT movements in U.S. classrooms, as Americans saw these ideas in action and largely recoiled from them. But there's another K–12 strategy for achieving racial justice: school choice.
Much as happened after A Nation at Risk, the U.S. finds itself facing a bleak education fate, even as many deny the problem. Back then, however, the denials came mostly from the education establishment, while governors, business leaders, and even U.S.
The Covid-19 pandemic caused unprecedented disruptions to teaching and learning across America, including school closures, sudden changes to instructional delivery, economic hardship, and social isolation.
The Washington Post and Ipsos recently surveyed fourteen to eighteen year olds on their attitudes toward the state of the U.S.
This week, we remember and reflect upon an unforgettably tragic day. This comes amid throes of national conflicts over information, misinformation, even the nature of facts and truth themselves. Schools can’t fix all this, but they must reclaim their vital role in ensuring that Americans understand their history and the interconnectedness of today’s world.
This advice from my friend Lamar Alexander for teaching about 9/11 was published twice by Fordham, first in 2003 and again (lightly revised) in 2011.
This superb short essay by Stanford professor Bill Damon is a hard-hitting piece from a gentle, thoughtful, and learned psychologist, and (as with Senator Alexander's contribution) was first published by Fordham in 2003
A recent study published in Educational Policy is a timely look at the ways in which states’ alternative certification (or AC) policies for teachers have impacted the composition of the corps of novice educators.
A recent Annenberg working paper explores the effects of “natural” mentorships, which researchers define as voluntary and informal relationships between school personnel and students. It finds many benefits, especially for teens from low-income households.
Our recent study of states’ U.S. history and civics standards attracted some constructive criticism from both the left and the right. It was, after all, explicitly bipartisan. Here are our responses to four critiques.
There are good arguments to be made in favor of so-called critical race theory “bans” that have now been considered in some form by more than half of all US states.
For the last half-century, if you read the mission statement of virtually any education reform organization, you will find earnest language about closing the racial or class achievement gaps. Unfortunately, not only have gaps failed to narrow during this multi-decade obsession, overall achievement levels have also remained mostly static.
It is no exaggeration to say that very little good can likely come from a global pandemic, especially in the short term. And while the “term” of the current pandemic seems to lengthen every day, we are still firmly in the realm of the immediate when discussing impacts.
Researchers at NWEA have been using data from their MAP Growth assessments to predict and analyze learning losses since the start of the pandemic.
The past eighteen months have been some of the most tumultuous in the history of our nation. The twin pandemics of Covid-19 and social injustice have highlighted how today’s students face very different expectations than students encountered in previous generations.
At Partnership Schools, we believe that one thing that separates effective turnaround efforts from failed experiments is the ability of the leader to articulate a clear, coherent, and actionable vision for change.
“Hi. Welcome to the future. San Dimas, California. 2688.” Rufus, played by George Carlin, thus opened the American film classic Bill and Ted’s Excellent Adventure by explaining that, in the distant future, everything is great. The water, air, and even the dirt is clean.
Black Lives Matter protests, raging wildfires, a monumental election, and the global pandemic. As a seventeen-year-old growing up in Portland, Oregon, these past eighteen months have been the craziest I have ever experienced. Never would I have thought that I would essentially miss the entirety of my junior year of high school, forced into taking classes in a solely online environment.
As traumatized students return to classrooms, educators must be ready to handle worsened behavior issues, as some kids externalize the suffering they’ve been through and re-learn how to “do school.” Unfortunately, the discipline policies in place in many schools may exacerbate the challenge, potentially setting us up for disaster.
Parents across the country are up in arms over their school systems’ equity initiatives. To be clear, this is not “equity” as I came to define it when I started teaching nearly a quarter century ago.
In the early days of the pandemic, I was dismissive of “new normal” talk about Covid’s long-term impact on schooling. There was good reason for skepticism.
When it comes to career and technical education, there’s one state that seems to be getting things just about right: Connecticut.
