The K–12 education system needs to change. This sentence has been uttered for centuries, and millions of educators and billions of dollars have attempted to make this change. But why haven’t these efforts resulted in significant change? Why have we read every year for the past century that “the K–12 education system is in crisis?”
- By Dennis O. Harper, Rebecca F. Kemper
New Mexico’s Public Education Department is making social and emotional learning resources available statewide to teachers, students and families.
Cleveland Metropolitan School District in Ohio is helping to connect families to the internet for remote learning. Initially, the district is expected to push free broadband to about 5,300 families.
In the 2020–2021 school year, the first full school year of the pandemic, public school enrollments declined by 2%, or roughly 1.1 million students, largely the result of schools moving to remote instruction, according to a new working paper from the National Bureau of Economic Research (NBER).
The National Science Foundation awarded a $2.4 million grant for a program that aims to introduce black middle school girls to robotics and engineering and nurturing their interest through high school and beyond.
The intersection of SEL and digital citizenship supports students’ unique digital challenges.
More K–12 educators are spending their own money on classroom essentials like books and other learning materials, according to a new survey. At the same time, most are not being given a say in how American Rescue Plan funds are being allocated.
More K–3 students are at risk in reading as a result of learning losses related to the public policy response to the pandemic. Black and Latinx students are particularly affected. The good news: "Many students have begun to recover from lost literacy instruction," according to a new report.
A new report noted that students on the whole did make gains during the 2020–2021 school year. However, those gains were lower than seen in previous years. Underrepresented groups and students in high-poverty areas were disproportionately impacted negatively by the public policy response to the pandemic.
A new report finds that high-quality instructional materials that incorporate technology, that are culturally relevant and that bring caregivers into student learning helped remote students meet or even exceed expectations during school shutdowns.