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.
Submitted by Lynn Russo Whylly on Thu, 06/13/2013 - 3:15pm
Americans have long looked to our public schools to provide opportunities for individual advancement, promote social mobility, and share democratic values. We believe good schools are essential to democracy and prosperity—and that it is our collective responsibility to educate all children, not just a fortunate few.
Submitted by Lynn Russo Whylly on Thu, 06/13/2013 - 2:55pm
Here's a multiple-choice question: If the federal government penalizes states where pupils do badly in school, but lets the states themselves set the pass mark, will the states a) make the tests harder; or b) dumb them down?
Submitted by Lynn Russo Whylly on Tue, 06/11/2013 - 12:31pm
Executives from Google Inc., Microsoft Corp., and other leading firms want to require all Massachusetts public schools to teach computer science, so local tech companies don’t have to rely on foreign workers to fill future programming and engineering jobs.
Submitted by Lynn Russo Whylly on Mon, 06/10/2013 - 12:23pm
How does an elementary school adjust to a steep and rapid rise in the number of poor children coming through its doors? With programs to build language and technological literacy, resilient character, and ties to the community, says Brett Wilfrid, principal of Sandburg Elementary School, on Madison’s far east side.
Submitted by Lynn Russo Whylly on Thu, 05/30/2013 - 9:49am
School officials across the country responded to a surge in juvenile crime during the 1980s and the Columbine High School shootings a decade later by tightening disciplinary policies and increasing the number of police patrolling public schools. But these policies have not made schools safer, and we need to chart a new course in school discipline.
Submitted by Alison DeNisco on Tue, 05/21/2013 - 11:21am
In Connecticut, where Gov. Dannel Malloy has taken a leadership role in transforming urban education, diversity is the missing ingredient that has likely resulted in the tepid result unveiled at Hartford Public School’s 2013 State of the Schools symposium at the Bushnell Theater earlier this month.
Submitted by Matthew Zalaznick on Mon, 05/20/2013 - 2:35pm
On the one hand, it’s good news that doomsday predictions for computer-less children have been exaggerated. However, giving out computers was one of the easier solutions to closing the poverty educational outcome gap, and now we have to go back to the drawing board.
Submitted by Matthew Zalaznick on Mon, 05/20/2013 - 2:29pm
The biggest reason Chicago’s school district says it’s closing 53 grammar schools is to give students a better education. CPS has promised that every student from a closing school will be sent to a better performing “welcoming” school.
Submitted by Matthew Zalaznick on Sun, 05/19/2013 - 3:45pm
When groups representing educators discuss the achievement gap, they often say, “We know what works.’’ Far too often, though, that knowledge fails to produce results.