Editor’s note: This is the fifth and final installment in a series of posts about envelope-pushing strategies that schools might embrace to address students’ learning loss in the wake of the pandemic.
One of the best-selling education books of the Covid era is one you’ve probably never read and maybe never even heard of. Teach Your Child to Read in 100 Easy Lessons was written nearly forty years ago by Siegfried Engelmann, who passed away in 2019.
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.
Research and common sense suggest that teachers are the biggest school-based factor influencing student learning.
“Thomas Jefferson High School students and parents are fighting changes to admissions standards.
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.
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.
Bullish but far from sanguine is how I view the ambitious history-and-civics “roadmap” unveiled
Despite last week’s announcement by the U.S. Department of Education that it won’t grant blanket testing waivers this year, a number of states have decided to push for one anyway.
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?”
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.
States weigh their options to comply with Biden’s request that standardized testing resume this year.
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.
In last week’s Gadfly, I shared some misgivings about today’s push for “community control” on the part of many education reformers and philanthropists.
Education funding is sticky. Once dollars are sent to a public school or school system, they tend to stay there.
The return on investment for four-year college degrees is fairly well-established in terms of graduates’ employment and
As English learners approach language proficiency, does it matter whether they continue to receive English language instruction? A recent paper published in Economics of Education Review seeks to answer this question for English learners in Minnesota.
“Biden’s testing stance leaves states tough choices.
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.
What will it take for President Biden to make good on his December promise to reopen a majority of U.S. schools within his first one hundred days?
Barely a day goes by without another story reporting the negative effects
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.
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.
What we can learn from deep-blue Rhode Island, whose schools have remained open since the fall.
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?
