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Your daily serving of high school news and policy.
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Posted:
March 13, 2017 12:00 pm
Featured Entry:

Personalized Learning Empowers Students to Take Ownership of Their Learning

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Riverside, California, has a reputation for forward thinking and has received national recognition for its use of technology. So, it is not surprising that a community that calls itself “the city of arts and innovation” has adopted a pioneering approach to classroom instruction.

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Future Ready, Personalized Learning
Posted: October 25, 2016 11:16 am

U.S. High School Graduation Rate Hits All-Time High: A Time for Celebration and Rededication

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Posted:
October 25, 2016 11:16 am
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Speaking on October 17 at Benjamin Banneker Academic High School in Washington, DC, President Barack Obama announced that the nation’s high school graduation rate reached a new all-time high of 83.2 percent for the Class of 2015, up from 82.3 percent last year and 79 percent for the Class of 2011. Even with the progress, Obama acknowledged that more work was necessary.

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High School Graduation Rates
Posted: October 24, 2016 09:26 am

Understanding How Community Violence and Trauma Impact Teens

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Posted:
October 24, 2016 09:26 am
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Students who entered school this fall were not able simply to enjoy their summer or the start of a new academic year. They, like the rest of us, had to witness a series of violent acts that gained national attention—the deadliest terrorist attack since 9/11 on a club in Orlando and high-profile shootings in St. Paul, Dallas, Baton Rouge, Tulsa, and Charlotte—as well as an untold number of additional shootings that affected communities, family members, and friends. Moreover, historically underserved students are more likely to witness and experience violent acts firsthand in their communities and face a greater risk of exposure to violence.

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Categories:
School Climate, Science of Learning, Students of Color
Posted: October 20, 2016 01:07 pm

Expanding College Access for Traditionally Underserved Students

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Posted:
October 20, 2016 01:07 pm
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Ninety-nine percent of the jobs created since the Great Recession have gone to workers with at least some postsecondary education. Despite this growing demand for workers with education and training beyond high school, the percentage of high school graduates enrolling directly in postsecondary education has declined, particularly among high school graduates from low-income families, according to a new analysis from the Education Commission of the States (ECS).

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Every Student Succeeds Act
Posted: October 19, 2016 03:01 pm

Deeper Learning and Mathematics Instruction

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Posted:
October 19, 2016 03:01 pm
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A new report from the Organisation for Economic Co-operation and Development (OECD), Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them, organizes key findings from the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013 into a set of questions teachers can use to guide their instruction and move students to deeper learning.

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Deeper Learning
Posted: October 14, 2016 03:39 pm

Deeper Learning Digest: Getting Workforce Ready Through Deeper Learning

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Posted:
October 14, 2016 03:39 pm
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How does deeper learning translate to workforce readiness? Council for a Strong America has launched a new blog series on how deeper learning competencies, including collaboration, thinking critically, communicating effectively, enable students to apply their knowledge not only in the classroom, but on the job. “Deeper learning can help build the ‘executive functioning’ skills that employers value,” the series introduction says. “This, in turn, makes a stronger workforce that can meet the demands of the modern job market, particularly in growing sectors like STEM professions.”

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Deeper Learning, Deeper Learning Digest
Posted: October 12, 2016 03:43 pm

Can the Science of Learning Close the Achievement Gap for Students from Low-Income Families?

Science of Learning
Posted:
October 12, 2016 03:43 pm
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Michele Tine, an associate professor of education at Dartmouth College, feels that education can be “the great equalizer, providing children from impoverished areas the opportunity to succeed.” However, Dr. Tine notes that the gap in academic achievement between poor and affluent students “is the widest it’s been in fifty years, and it persists across grade levels.” Dr. Tine and her team at Dartmouth’s Poverty and Learning Lab (PLL) are working to close that achievement gap by (1) identifying cognitive processes that underlie the academic achievement gap between poor and affluent students and (2) creating efficacious research-based academic interventions for students from low-income families. The Alliance caught up with Dr. Tine to ask her about her lab, her work, and her efforts to make teaching more effective for historically underserved young people.

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Achievement Gap, Science of Learning
Posted: October 11, 2016 09:55 am

Part Two: Five Things Parents Need to Know About School Discipline

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Posted:
October 11, 2016 09:55 am
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As noted in part one of this blog, schools use a variety of preventive and responsive measures to ensure students’ physical safety. Creating a safe learning environment requires more than protecting students from outside threats, though. Students need to feel welcomed, supported, and respected, and policies that impact traditionally underserved students disproportionately, such as criminalizing student misbehavior, undercut efforts to build a nurturing school climate. Consequently, “[a]ll efforts to increase actual safety as well as perceptions of safety must take into account the impact of disciplinary actions,” according to The School Discipline Consensus Report (SDCR) developed by The Council of State Governments Justice Center. Here are five more things parents need to know about school discipline and creating safe and inclusive learning environments:

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Categories:
Discipline, School Climate
Posted: October 07, 2016 02:31 pm

Examining the Many Educational Challenges Facing Homeless Youth

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Posted:
October 07, 2016 02:31 pm
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Adolescents in families that experience homelessness are more likely to change schools and have more frequent school absences than peers in stable housing, factors that contribute to lower academic and social outcomes for homeless youth, according to a report from the U.S. Department of Health and Human Services (HHS). Among the teens studied for the report, 70 percent changed schools once and 23 percent changed schools two or more times during the twenty months following their family’s stay in a homeless shelter, according to Adolescent Well-Being After Experiencing Family Homelessness.

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Homeless
Posted: October 06, 2016 10:06 am

Crunching the Numbers on College and Career Readiness

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Posted:
October 06, 2016 10:06 am
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Since School Year 2010–11, all states have calculated their high school graduation rate based on an adjusted cohort of ninth-grade students, as required by the U.S. Department of Education (ED). This rate, known as the Adjusted Cohort Graduation Rate (ACGR), calculates the percentage of students who graduate from high school within four years by dividing the number of students in a class that earn a regular high school diploma by the number of first-time ninth graders that made up that class of students three years earlier, adjusting for students who transferred or died. This uniform calculation provides greater transparency about how states determine their high school graduation rate and facilitates cross-state comparisons.

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Categories:
College & Career Readiness, High School Graduation Rates
Posted: October 05, 2016 01:17 pm

PISA’s Worldwide Lessons in Equity and Excellence

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Posted:
October 05, 2016 01:17 pm
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Through a collection of questionnaires, the 2012 PISA measured students’ perspectives on school engagement, motivation, and beliefs in their academic abilities. These concepts, OECD notes, become relatively stable during adolescence, leading students “to behave in consistent and predictable ways across a wide range of situations.” OECD also acknowledges that such dispositions are influenced heavily by the quality of the students’ learning environments. Therefore, a well-resourced classroom is critical for developing positive qualities such as perseverance, internal locus of control, and high self-efficacy that prepare students for better academic performance and life success.

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Every Child a Graduate. Every Child Prepared for Life.