How educational software affected student achievement in Washington, D.C.
By Andrew Scanlan
By Andrew Scanlan
By Victoria Sears
By Yasmine Rana
No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency” bar. Meanwhile, it ignored the educational needs of high achievers, who were likely to pass state reading and math tests regardless of what happened in the classroom.
By Brandon L. Wright
The games of the thirty-first Olympiad are over. Maybe now I will be able to catch up on my sleep! For two weeks I stayed up way too late, spellbound by the competition between the world’s greatest athletes. I loved the world records, the close finishes, the upsets, the rivalries, and the camaraderie. I loved the emotion.
By Chester E. Finn, Jr.
Success is a lousy teacher. It seduces smart people into thinking they can’t lose. — Bill GatesHow do you define success? Is it the accomplishment of one’s goals? Is it the attainment of wealth, position, honors? Is it happiness? Is it all of these, selected from a number of definitions on Wikipedia?
By Chester E. Finn, Jr.
Editor's note: This blog was first published as a letter to the editor in the Washington Post on August 7, 2016.
After almost eighteen years in the field of education, I have become convinced of the need to transform the way our children learn so that they can confront the unknowable challenges of the twenty-first century.
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.
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?
By Frank C. Worrell and Rena F. Subotnik
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.
Ensuring that highly able learners are recognized through systematic programming is of the highest importance.
By Amber M. Northern, Ph.D.
The San Francisco 49ers are taking science, technology, engineering, and mathematics (STEM) education to new heights for children throughout Silicon Valley.
Darius Brown’s educational biography,
By Robert Pondiscio
Scott J. Peters
In Common Core Math in the K-8 Classroom: Results from a National Teacher Survey, Jennifer Bay Williams, Ann Duffett, and David Griffith take a close look at how educators are implementing the Common Core math standards in classrooms across the nation.
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.
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.
If there were just one thing I could say to fans of open educational resources (OER) and personalized learning, it would be this: “Atomized units of knowledge don’t build anything.” That quote comes from an education reformer who used to teach in a high-powered classical school.