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Restarting schools this year provides superintendents and their teams a historic opportunity to reinvent education by prioritizing equity to close persistent achievement gaps.
Alternative grading and competency-based learning are two key shifts superintendents might consider as they lead COVID recovery in their school districts.
Administrators at East Harlem Scholars Academies say student achievement held steady, and in some cases improved, after the sudden shift to online learning this spring.
The U.S. Department of Education created a rule that established a specific funding formula districts should use when allocating CARES Act funds to nonpublic schools— but a U.S. District Court has ruled that ED was outside its authority.
Ector County ISD childcare staff stepped up to serve the children of doctors, nurses and other healthcare workers who were being exposed to COVID every day.
Many schools opening for in-person instruction this fall will require students to eat meals in the classroom. How can educators avoid putting students with food allergies at risk of having an allergic reaction?
Teachers are highly satisfied with their role in serving the community but are far less enthusiastic about their salaries, according to a pair of COVID-era job satisfaction surveys.
Nearly half of principals surveyed said they may leave their positions because of the working conditions—including the political environment and health concerns—during the COVID pandemic.
Newly revised, The Title I Dictionary -- Third Edition provides new and veteran administrators a quick reference of common -- and not so common -- terms found in the Every Student Succeeds Act and Education Department guidance.
Newly updated, Title I Programmatic and Accountability Requirements Under ESSA covers topics that include fiscal and programmatic compliance, allocations, use of funds for parent and family engagement, and more.
Districts that have reopened are providing a cautionary tale about the risk of COVID spreading among teachers and students, Johns Hopkins University experts say.
School administrators can dismantle systemic racism and gender disparities by ending disciplinary practices and other policies that punish Black, Latina, and Native students disproportionately, a new report says.
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