If you've read many research reports, you're familiar with the statement Further research on this topic is needed. You may have thought it a self-serving statement, coming from a researcher who no doubt dreams of additional funding. But when it comes to answering questions about what grade-span configurations are best, nearly everyone agrees: Further research is needed. Existing research does, however, offer some direction--and food for thought.
Last month I shared my frank assessment on the health of school technology use. The following are some novel suggestions for getting more bang for your buck and enhancing the education of today's students.
The omnibus spending bill signed by President Bush in December gives the Department of Education $59.7 billion in FY 2005, an increase of $1.4 billion over FY 2004 but $300 million below the president's request.
Nearly a third of federal funding was cut under this year's No Child Left Behind Title II, Part D budget, meaning districts that started to use technology facilitators and started to integrate computers in lessons are getting the rug pulled out from under them, some educators say.
But this time, Congress approved the 28 percent cut in the law's Enhancing Education through Technology Act.
With a girlish belly laugh, she sounds half her age. But make no mistake: Colleen Wilcox draws from decades of experience in energizing Santa Clara County's 1,600-staff members in a system of 32 high- and low-income K-14 and community college districts.
Have you ever heard of an idea that sounded crazy at first, but within 10 minutes you're convinced it's the best new thought you've come across in years? That's what our fundraising article this month feels like to me ("Fundraising Grows Up").
When students fall behind academically, is it more effective to hold them back a year so they can "catch up" or to promote them to the next grade so they can stay with their peers? According to most research, the answer is neither.