American fourth and eighth graders are scoring better in math than they did in 1995, according to a new study released Tuesday. The results from the Trends in International Mathematics and Science Study (TIMSS), issued by the National Center for Education Statistics (NCES), also show some improvements over time in science among fourth and eighth graders.
A recent survey from Adobe of more than 1,000 students and 400 teachers in the United States explores how Generation Z (ages 11-17) views creativity, technology and their futures outside the classroom.
The generic e-learning course market is projected to grow by 8 percent per year over the next four years, driven primarily by growth in general purpose learning applications, cost-effectiveness of generic e-learning courses and increased adoption of mobile learning.
In this week’s blogpost, we examine a new proclamation from the U.S. Department of Education’s Office of Educational Technology: in addition to everything else educators already do, educators should now carry out rapid cycles of scientifically valid, classroom-based research. Piling more and more onto the backs of K–12 educators can’t be a strategy for effectively moving K–12 public education into the digital age.
- By Cathie Norris, Elliot Soloway
The majority of students spend fewer than 15 minutes per day reading, but increasing their daily reading time to 30 minutes can improve comprehension and boost student achievement.
The vast majority of teachers are using technology daily with their students, and most say their use of technology will increase even more next year, according to a new study involving 2,500 K–12 teachers.
The Every Student Succeeds Act (ESSA) has created an opportunity for states to overhaul their high school accountability systems, but most are not taking advantage of that opportunity, according to a new report from Fordham Institute.
The highest paid school superintendent in the state of California earns almost two and a half times more than the highest paid K–12 IT leader did.
- By Dian Schaffhauser
K-12 schools in the United States have failed to harness data to improve student performance and close achievement gaps, according to a new report from the Center for Data Innovation.
While RTT funding did introduce more use of the policies promoted by the multi-billion-dollar program, the impact of those changes on student achievement is "unclear," according to new research.
- By Dian Schaffhauser