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Special education teachers, including subs, must meet certain state-set qualification standards, making planning for classroom coverage during COVID particularly challenging.
A study from the National Urban League and Merrill Lynch looking back at a cohort of urban children in the 1980s shows how impactful encouragement can be.
As COVID rises in many communities, the inability to staff classrooms and buses due to exposure and illness forces schools to return to full online-learning.
Henry County Schools is putting into action a plan that will prevent gaps in teacher positions and other key roles during the COVID-19 pandemic.
Superintendent Dr. Alexandra Estrella discusses how maintaining a focus on the future is driving student success at the Connecticut district during the pandemic.
Though one analysis finds COVID learning loss wasn't as severe as expected, the absence of underrepresented students from the data has transformative policy implications for the education system.
A key goal of Vancouver Public Schools' equity audit is to ensure that student achievement can no longer be predicted by family background or zip code.
Six teachers discuss how they are creatively managing different types of instruction, and how policymakers and stakeholders can help.
State education chiefs applauded the decision to postpone the NAEP given the disruptions caused by COVID-19.
The rules would allow for flavored milk, cut the amount of whole grains, and delay requirements to reduce sodium.
Our infographic highlights some of the notable changes and court decisions between 1975, when it first became federal law that states receive funding to provide a free and appropriate public education (FAPE) to children with disabilities, and 2017.