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From DA

Many districts across the country struggle with increasing demographic homogeneity more than 60 years after the landmark U.S. Supreme Court decision in Brown v. Board of Education. 

Elementary and middle school students in Bridgeport, Connecticut, dabble in architecture, play music and learn about fashion design with well-known artists and professionals as part of the national Turnaround Arts program.

Susan German advises new K12 teachers to create a network of colleagues at the NSTA conference.

Susan German, a science teacher at Hallsville Middle School in Columbia, Missouri. German, named the NSTA’s distinguished teacher in 2011, teaches eighth-grade science. During her 20-year career, German has taught science and math in grades 6 through 12. We asked her for words of wisdom.

With the U.S. Department of Education doling out billions of dollars to promote diversity and to support low-income schools in 2017, administrators across the country are also working to better serve students of all backgrounds, abilities and interests.

"(No) Money in the Bank: Which Retirement Systems Penalize New Teachers?" schools report from Thomas B. Fordham Institute.

New teachers in many of the nation’s largest districts must continue to work at least 25 years to receive a positive return on their retirement benefits, according to a new report from the Thomas B. Fordham Institute.

As superintendent of the Franklin County Public Schools, I am always pleased when our programs successfully support our mission, which is “To prepare students for college and career readiness and to become contributing citizens.”

Kathy Gomez is superintendent of Evergreen School District in San Jose, California.

One in 10 elementary school students who were “far off track” in reading and math in a 2012 study were able to meet on-track college readiness benchmarks by eighth grade.

Erich May is the principal at McConnellsburg Middle and High School in Central Fulton School District in south-central Pennsylvania.

There is a kind of professional development that we rarely see but that many of us in school leadership could use. Some would call it coaching or mentoring, but what I’m describing is more specific—individualized instruction in an alternative setting off campus.

More and more districts are looking for ways to keep children of incarcerated parents from falling behind in class or winding up in the discipline pipeline.

MUCKING STALLS IN THE BIG CITY—Agriculture students at John Browne High School care for livestock, maintain a flock of laying hens, and grow food and ornamental plants when they’re not studying the details of agriculture. (Julie Fritsch)

Schools are increasingly adding agriculture education, or “ag ed”—about 12,000 agriculture educators teach programs in the U.S., says a National Association of Agricultural Educators survey.

SCHOOLS SOURCE: Pew Research Center, "Overall Number of U.S. Immigrants Holds Steady Since 2009"

School districts in Los Angeles and other sanctuary cities are bracing for an impact from President Trump’s executive order to withhold federal support from sanctuary cities.

Los Angeles USD and the New York City Department of Education both received electronic bomb threats on December 15, 2015. LAUSD called off school. New York students remained in class. Which district made the right call?

Serving Students Who Are Homeless is one of the four books on education DA promotes in this month's Noteworthy Books feature.

DA promotes four books about serving homeless students, inspiring disengaged kids, improving communication skills and studying personalized learning in K12.

Jon Saphier says policy-makers could create regulations that positively affect the levers of influence on what teachers do, such as teacher education and teacher certification.

As founder of Research for Better Teaching— an organization dedicated to improving instruction and leadership— Jon Saphier says underperforming students need to believe that “smart is something you can get.”

High school students in the tiny Magazine School District in Arkansas receive three hours of sex education a year in grades 9 through 12—an approach that Superintendent Brett Bunch acknowledges is inadequate. 

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