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Your daily serving of high school news and policy.
Bob_wise_01
Posted:
November 09, 2017 08:23 am
Featured Entry:

Want to Implement Personalized Learning? Permission Granted!

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Can two conferences held thirty-five miles apart indicate that a personalized learning movement is growing, especially if they take place in the heart of California’s Silicon Valley? And is there a common message when talking to wide-ranging audiences of teachers, ed-tech entrepreneurs, cutting-edge educators, and district leaders who must confront constant challenges of running a district while envisioning the future of learning?

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Deeper Learning, Every Student Succeeds Act, Personalized 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 Digest
Posted: October 12, 2016 03:43 pm

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

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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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Science of Adolescent Learning, 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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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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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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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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Posted: September 30, 2016 03:25 pm

Deeper Learning Digest: Positive Change and Deeper Learning

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Posted:
September 30, 2016 03:25 pm
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A Denver Public Schools initiative enables students to develop solutions to real-world issues ranging from race, restorative justice, and building healthy relationships with the police department, to water conservation. As part of the DPS Challenge 5280, students work to improve their communities through engaging with each other and local leaders. The program fosters creativity and collaboration and helps students to strengthen their leadership skills. The Denver Post has more.

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Deeper Learning Digest
Posted: September 27, 2016 01:20 pm

ESSA’s “Supplement, Not Supplant,” Continues to Divide Republicans and Democrats Over the Use of Title I Funds

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Posted:
September 27, 2016 01:20 pm
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Republicans and Democrats continue to battle over “supplement, not supplant,” an esoteric but important provision in the Every Student Succeeds Act (ESSA) that governs the use of Title I funds. The most recent debate took place during a September 21 hearing held by the House Education and the Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education.

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Posted: September 27, 2016 01:12 pm

STRENGTHENING CAREER AND TECHNICAL EDUCATION: House-Passed Bill Would Rewrite Perkins Act, Better Align CTE with Twenty-First-Century Jobs

Student working on robotic device in vocational class
Posted:
September 27, 2016 01:12 pm
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Bipartisan consensus is difficult to achieve—especially with a presidential election right around the corner—but the U.S. House of Representatives did just that on September 13, when it passed the Strengthening Career and Technical Education for the 21st Century Act by a vote of 405–5. The bill rewrites the Carl D. Perkins Career and Technical Education Act (Perkins), which provides more than $1.1 billion in federal education funds for middle schools, high schools, and postsecondary education.

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Categories:
Career & Technical Education
Every Child a Graduate. Every Child Prepared for Life.