The tremendous linguistic diversity present in our school communities necessitates intentional support to facilitate ongoing communication and trusted partnerships.
When a student with a disability speaks a language other than English, a district may face challenges in determining what his special education needs are versus how his limited English proficiency status affects his learning.
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.
Though Juban Parc Elementary School is one of the highest performers in its district, educators there are now helping dozens of new students who are struggling with basic concepts after the disruptions of remote learning.
In an effort to help educators and district leaders employ best practices surrounding academic recovery, researchers outline what they believe to be the best—and worst—practices for addressing the issue.
Mastery-Based Learning: What Does the Research Say? Mastery-based learning is an environment where learners must demonstrate a certain level of knowledge before moving on. In contrast with traditional instruction, in mastery-based approaches, each student continues learning a skill or concept until they achieve proficiency. What does the research say about the effectiveness of mastery-based instruction? […]
Regardless of whether students are behind grade level or excelling, the synergy between small-group instruction and technology has the power to enhance engagement and complement teachers' pedagogy.
Amazing things happen in the lives of students when families and educators join forces, says Superintendent Marvin Connelly Jr. of Cumberland County Schools.
After decades of multidisciplinary research, the scientific community has achieved consensus—children need systematic phonics instruction to crack the code and learn how to read.
