Submitted by Matthew Zalaznick on Mon, 07/22/2013 - 3:32pm
The St. Paul School District is doubling its commitment to erasing the racial achievement gap by renewing a partnership with a California consulting group and adopting a racial equity policy drawing upon 2 ½ years of work and candid talk.
Submitted by Matthew Zalaznick on Mon, 07/22/2013 - 3:14pm
Just a few minutes’ drive from the polo fields, the fieldstone walls guarding 10-acre estates and the Greenwich Country Day School, from which the elder George Bush graduated in 1937, is far denser terrain, where the homes are smaller and closer together and part of a public housing complex that seems escaped from New York City.
Submitted by Lynn Russo Whylly on Mon, 07/08/2013 - 4:14pm
What does it take to improve a school? What kinds of programs, systems, and people need to be in place for educational outcomes to improve overall? This report shows that these and other questions continue to vex policymakers, researchers, reformers, and advocates who pore over data and case studies looking for tools to transform schools into places where all students achieve.
Submitted by Lynn Russo Whylly on Thu, 06/27/2013 - 2:47pm
In his revealing book “Coming Apart: The State of White America, 1960-2010,” Charles Murray spends hundreds of pages using statistics to illustrate the rising inequality that is increasingly putting the white working class on the path toward generational poverty.
Submitted by Lynn Russo Whylly on Thu, 06/27/2013 - 2:43pm
Philadelphia’s problems with its schools are due to its being one of the poorest cities in America. That didn’t happen by accident. Choices were made that drove businesses, jobs, and taxpayers out of the city. Our poverty is directly related to high tax rates, irrational tax structure, corruption, mismanagement, and misplaced spending priorities.
Submitted by Lynn Russo Whylly on Thu, 06/27/2013 - 1:38pm
U.S. elementary and middle school students have sharpened their reading and math skills since the 1970s, while 17-year-olds stagnated, federal tests show. Almost half of 9-year-olds knew basic arithmetic last year, up from 20 percent in 1978, according to a U.S. Education Department report. Yet, only 7 percent of 17-year-olds solved routine problems involving fractions, percents, algebra, exponents and square roots, the same level as 34 years earlier.
Submitted by Lynn Russo Whylly on Fri, 06/21/2013 - 9:37am
The U.S. education system is slipping behind other nations, and the widening achievement gap between rich and poor students is threatening the country's global competitiveness, according to a new report from the Council on Foreign Relations.
Submitted by Lynn Russo Whylly on Thu, 06/13/2013 - 3:28pm
When Principal Donald Lilley was hired nine years ago to improve Annapolis (Md.) High School, he discovered what appeared to be two schools under one roof. “My African-American ninth grade males … I’d say 73 percent, had less than a 2.0 grade point average,” he said, compared to whites that were in Advanced Placement and being accepted into college.