A new study published in the Review of Education Research points to the influence summer math programs have on countering the effects of learning loss, a product of the pandemic that has more significantly affected low-income pre-K-12 students.
Nearly all of the leaders surveyed–across districts of all sizes, income levels and demographics–said schools are expected to do more than they did just 10 years ago.
Developing reading comprehension skills in the early grades has been long seen as one of the keys–if not the key–to students' future academic success. What has not been as clear are the best ways to build that capacity.
Inviting student perspectives into technology selection is meaningful, and the consequences of not considering student viewpoints can be counterproductive and detrimental to learning.
A full academic rebound will require above-average growth–and for some students, well above average–if educators hope to close achievement gaps as schools bounce back from the pandemic.
It's not enough simply to add more leaders of color. School systems also must ensure that administrators of color do not feel like outsiders in our schools–otherwise, we will have only addressed the "diversity" part of DEI.
The education experience in schools across the U.S. has been in suffering. Teachers are quitting in record numbers. Students feel more unsafe than ever. Aggression among students has increased as a result of the pandemic.
U.S. students are being shortchanged by K-12 funding policies that are preventing educators from providing a high-quality education to all children at all times, new research argues.
Members of the class of 2023 are facing a challenge not shared by younger students–they have less time to bounce back academically before they graduate.
