America's Black and Latino students are at a disadvantage in nearly every measure of educational opportunity, with less access to advanced classes, counselors and even certified teachers, according to data released Wednesday by the U.S. Education Department.
A decade ago, 56 percent of four-year colleges attributed "considerable importance" to test scores like the SAT and ACT, and about half gave the same credence to total high school grades. Today, just 5 percent of four-year colleges place such importance on test scores, but three-quarters place considerable importance on grades.
While new technologies and capabilities provide education staff with the most up-to-date solutions, they also bring forth never-before-seen challenges, such as software license management.
New Albany School District Superintendent Lance Evans says they've hired someone to direct workforce development not for their teachers, but for students.
Edtech's biggest value proposition? It enables teachers to adapt their approaches to instruction, practice and assessment to meet the dynamically changing needs of each student at different places along their learning journey.
Whether it's negative self-perceptions about their own identity and capability in math or an intimidating shadow cast by "star" math students at school, it's common for students to doubt whether they belong in math class, let alone believe they can be successful in it.
This fall in Tucson, teacher shortages and superintendent longevity were top of mind but so were issues—such as test scores—that haven't been getting as much attention as of late.
The typical ambitious high school student takes advanced algebra, trigonometry, pre-calculus and calculus. None of that math may be necessary for the vast majority of undergraduates who don't intend to major in science or another STEM field.
Date & Time: Wednesday, December 13th at 2 pm ET <br><br> A gateway to understanding the pivotal transition in K-12 cybersecurity from awareness to resilience. As cyber threats grow in sophistication, our districts must not only adapt but anticipate. But how?
