The Supreme Court's dismantling of affirmative action earlier this year sent chills down the spines of higher education and K12 leaders alike over fears that students won't have equal access to college. New data from the U.S. Department of Education reveals just how widespread the practice was.

Targeted grants and other special sources of state education funding don't typically fall right into administrators' laps—or, perhaps we should say, their annual spending plans.

From a lack of interest to insufficient education about this technology, many students are hesitant to incorporate into their school work, new research suggests.

ESSER's looming expiration prompts a crucial question: Should we revert to outdated, inequitable practices with uniform class sizes and rote learning, or should we embrace engaging and accelerated learning that can kindle the spark in every student?