The Atlantic: “‘We need to be thinking about how homelessness impacts the life of a child, and there are ways in which they can be supported. … Keeping students in one place is critical.’”
Bloomberg: “In 2015, 11 percent of the variation in American students’ test scores could be explained by their socio-economic status. That’s down from 17 percent a decade ago.”
Disability Scoop: “Unified Robotics is part of a growing effort to include students with cognitive disabilities in more high-school activities. Special Olympics has offered sports for decades, but now some schools, including Roosevelt, offer drama activities that are open to students with special needs.”
Education Week: “Now is the moment to reevaluate. What good will it be if our 4th graders can divide four-digit numbers or analyze textual claims if they can’t also regulate their emotions or listen to those with differing viewpoints?”
The Hechinger Report: “Can the United States learn something from successful school systems like those of Finland and does the world have much to learn from the successes and failures of American schools? Absolutely. We should all be collaborating together globally and deeply, sharing best practices and inspirations for the benefit of all our children.”
Houston Chronicle: “The education law passed last December still requires schools to test students annually in reading and math in grades three to eight, and once in high school. It gives states greater flexibility in deciding what tests they could use to measure student performance. For example, districts could use a nationally recognized high school assessment, the SAT or ACT, instead of the state tests in high school.”
Human Rights Watch: “‘Too many US schools are hostile environments for LGBT kids. … In every state we visited, we heard stories of students who were insulted, cyber-bullied or attacked, and teachers who allowed discrimination and harassment because they see it as normal behavior.’”
The Los Angeles Times: “‘So much of what I found is that African American males were … seen as being defiant, disruptive, difficult to deal with. … We see young black and brown men by and large as being threats. … I don’t think we humanize them enough.’”
National Public Radio: “Parents and advocates ... worry that some schools are making a careful calculation: If they don’t acknowledge the issue—or don’t use the word ‘dyslexia’—then they are not obligated to provide services.”
National Women’s Law Center: “School push out begins with discipline policy. And while most discipline codes use seemingly objective language, many policies disproportionately punish girls of color for unnecessary reasons.”
Practical Theory: “A caring school is never one where we shy away from the hard conversation because it’s not nice or polite or might make someone uncomfortable. We have those conversations, because those conversations are in each other’s best interests as we work toward that best vision of ourselves.”
If you come across a current article or blog you think other educators should read, please send it to firstname.lastname@example.org, and put “What We’re Reading This Week” in the subject line.
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- False Sense of Security
- The Building Blocks of Positive Behavior
- Testing, Testing: How Mindfulness Can Help
- Problem-Solving as a Class Earns Merit
- "Something Is Wrong Here"
- Lunch With Teacher Builds Relationships
- Is My School Racist?
- Teaching About Race, Racism and Police Violence
- Mix It Up Model Schools