Deeper Learning Digest: Making Sure Every Child Is Known

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Posted:
November 30, 2018 03:13 pm

Capitol City Charter School in Washington, D.C. (photo by Allison Shelley/The Verbatim Agency for the Alliance for Excellent Education)

Every student deserves to be known. Today’s digest features a school that is taking action to make sure that every student is taken care of and has a positive relationship with the adults in the building. It also explores the power of putting students and student interests at the center of learning, plus a tool that makes it a bit easier to keep track of student-led projects.

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Deeper Learning, Deeper Learning Digest

How New Mexico is Leading the Way Under ESSA

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Posted:
November 20, 2018 01:41 pm

A ninth-grade student explains a new algebraic concept to his classmate.  Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

While federal law has required states to identify and intervene in struggling schools for years, the Every Student Succeeds Act (ESSA) promised a reset, allowing states to reimagine their school rating and identification systems and giving districts and schools more control over improvement strategies. There is reason to be optimistic. But the authority in ESSA does not guarantee better results; rather, it gives education leaders more flexibility and creativity to solve one of the nation’s most intractable problems—improving (deplorably low) outcomes for underserved students. We do not know yet how many states will seize this opportunity to demand bold action from districts, but a handful of states already are leading the way.

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Every Student Succeeds Act

How Student-Teacher Relationships Impact Student Engagement and Learning

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Posted:
November 20, 2018 09:20 am

MC2 STEM High School in Cleveland, Ohio. (photo by Allison Shelley/The Verbatim Agency for the Alliance for Excellent Education)

As a professor of human development in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park, Dr. Kathryn Wentzel researches the nature of teacher-student relationships and how these relationships predict young adolescents’ goal pursuit, prosocial behavior, and academic performance.

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Science of Adolescent Learning

Federal Flash: How Will the Election Results Affect Education?

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Posted:
November 09, 2018 02:28 pm

FF_Slate_11_09

The results of this week’s midterm elections mean changes for federal education policy. But just how big will these changes be?

Today’s Federal Flash covers shifts in the House and Senate, as well as what a change in leadership could mean for an array of concerning polices coming from the Department of Education.

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Federal Flash

Deeper Learning Digest: What Is It About Storytelling?

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Posted:
November 09, 2018 12:56 pm

Capitol City Charter School in Washington, D.C. (photo by Allison Shelley/The Verbatim Agency for the Alliance for Excellent Education)

What is it about stories that make them such a powerful tool of communication? How can educators weave storytelling into instruction to help students make deeper and more meaningful connections to academic content?

Today’s Digest explores how storytelling can be used to promote deeper learning in the classroom. It also paints a picture of competency-based learning across the country, and offers some advice for kick-starting personalized learning in your school or district.

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Deeper Learning, Deeper Learning Digest

EdSurge Fusion 2018: In Education Reform, Tapping the Traditional to Implement the Transformational

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Posted:
November 02, 2018 10:19 am

Bob at EdSurge

Last month, as I attended the EdSurge Fusion 2018 conference, I immersed myself in the idea of education transformation. Sitting in that hotel ballroom, I was surrounded by the most cutting-edge educators—those district leaders, principals, and teachers who are leading the way to provide students with genuine twenty-first-century learning experiences.

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We Measure What Matters, Which Is Why Subgroups in ESSA Accountability Systems Are Important

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Posted:
November 01, 2018 02:04 pm

Capitol City Charter School in Washington, D.C. (photo by Allison Shelley/The Verbatim Agency for the Alliance for Excellent Education)

Recently, Mike Petrilli wrote about the Alliance for Excellent Education’s analysis of state ESSA plans in which we found that twelve states do not ensure subgroups are universally included in school ratings. While acknowledging that this could be an issue, Mike, with an assist from Aaron Churchill, used Ohio data to make the case that we were (mostly) crying wolf: Including subgroups in school ratings doesn’t matter because subgroup performance is almost always reflected in schoolwide averages, at least when using value-added measures. Specifically, Mike and Aaron showed how school-level growth data for “all students” in Ohio tends to be strongly correlated with school-level growth data for “Black” and “low-income” students. Very few schools would have received both an “A” or “B” grade for “all students” growth and a “D” or ”F” for the specific subgroup’s growth. Mike concluded that we “should stop fretting about this particular aspect of state accountability systems” and move on.

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Accountability, Every Student Succeeds Act