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May 22, 2012
Editor's blog: End-of-the-year classroom parties
Phew! We're almost there, folks. It's the end of another school year. Scratching your head about what to bring or plan for your child's end-of-the-year party? Look no further. And share your own ideas. I've also included some ideas for kids with food allergies.
May 21, 2012
Learning The Power Of Storytelling With My ESL Students
I have long had a curiosity about the power of storytelling and realized that I could connect this passion to my teaching. In reflecting about my teaching with English language learners in the summer of 2011, I thought about inspiring the imagination of storytelling as bridge between the spoken word and the written word. Ultimately, as a teacher of English Language Learners, I am on a quest for fluency. Only by attaining proficiency in writing as well as speaking can we truly say a student is fluent in English. In my experience, the level of engagement has a significant impact on my students' progress, and designing lessons that are consistently relevant and engaging to my students, has been both a challenge and inspiration to me. So I designed a project in which my students would write their own stories. Working with graduate students in creative writing from Columbia University, my English as a Second Language students described their experiences leaving their families and home countries and living in the United States. Students read their stories aloud to seniors at the Cobble Hill Nursing Home, and we published a book of those stories, "Stories That Changed Us Forever." Proceeds from book sales will go into a scholarship fund for the students who worked on the project. My guiding questions for myself for this project were: 1. How do adolescent immigrants find their voice in writing and in life? 2. What strategies engage students in using their voice to transform their writing, while also building confidence, strengthening literacy skills, and providing real audiences for their stories? My guiding question for my students for this project was: What impact does my story have on peoples' lives? Below are excerpts from my students' stories and from reflections that they wrote after reading their stories aloud.
May 21, 2012
Commentary: Creating conditions for Common Core
Teacher Mark Sass says teachers can implement Common Core Standards successfully if they and district administrators create the right conditions.
May 18, 2012
Commentary: Graduation day poem
A favorite poem in honor of graduating high school seniors.
May 18, 2012
Editor's blog: Supporting our 2012 graduates
This editor reflects on her 19-year-nephew's pending high school graduation and resists - unsuccessfully - becoming nostalgic and pondering her own daughter's future. Bottom line? We've got to support our kids' passions.
May 17, 2012
Ask an Expert: Using technology to promote summer learning
Find out about some great online resources and apps that might just make your summer better than you imagined, with your kids occupied and still learning. Face it, they'll probably be spending some time on-line, it may as well be useful.
May 16, 2012
Commentary: At graduation, a parent reflects
Elisa Cohen, a North Denver parent, looks back on the long, winding path through a variety of schools and home-schooling to her daughter's high school graduation.
May 16, 2012
Commentary: How Denver looks from Memphis
A Memphis TV station gives Denver high marks for the Denver Plan and turnarounds. Watch and see if you think they got it right.
May 16, 2012
Ask an Expert: Reading and creativity over the summer
Already worried about how much knowledge your child could lose this summer? The long break doesn't have to be all fun and games. There are lots of ways to keep their young brains fired up. Get some tips from the experts.
May 15, 2012
The Worst Eighth-Grade Math Teacher in New York City
For 10 months, Carolyn Abbott waited for the other shoe to drop. In April 2011, Abbott, who teaches mathematics to seventh- and eighth-graders at the Anderson School, a citywide gifted-and-talented school on the Upper West Side of Manhattan, received some startling news. Her score on the Teacher Data Report, the New York City Department of Education’s effort to isolate a teacher’s contribution to her students’ performance on New York State’s math and English Language Arts tests in grades four through eight, said that 32 percent of seventh-grade math teachers and 0 percent of eighth-grade math teachers scored below her. She was, according to this report, the worst eighth-grade math teacher in New York City, where she has taught since 2007. “I was angry, upset, offended,” she said. Abbott sought out her principal, who reassured her that she was an excellent teacher and that the Teacher Data Reports bore no relation to her performance. But, the principal confided, she was worried; although she would enthusiastically recommend Abbott for tenure, the Teacher Data Report could count against her in the tenure process. With a new district superintendent reviewing the tenure recommendation, anything could happen. Using a statistical technique called value-added modeling, the Teacher Data Reports compare how students are predicted to perform on the state ELA and math tests, based on their prior year’s performance, with their actual performance. Teachers whose students do better than predicted are said to have “added value”; those whose students do worse than predicted are “subtracting value.” By definition, about half of all teachers will add value, and the other half will not. Carolyn Abbott was, in one respect, a victim of her own success. After a year in her classroom, her seventh-grade students scored at the 98th percentile of New York City students on the 2009 state test. As eighth-graders, they were predicted to score at the 97th percentile on the 2010 state test. However, their actual performance was at the 89th percentile of students across the city. That shortfall — the difference between the 97th percentile and the 89th percentile — placed Abbott near the very bottom of the 1,300 eighth-grade mathematics teachers in New York City.
May 15, 2012
TCAP reading results reveal anomalies
Read this story by EdNews Colorado reporter Nancy Mitchell to find out about Colorado's reading gender gap, how a much-lauded Denver school took a TCAP nose dive and how a low-scoring rural school made a big jump.
May 15, 2012
Looking Back On Student Journalism At Bronx Science
The student press, at least legally, is not a free press. Thanks to the Supreme Court’s decision in Tinker v. Des Moines Independent Community School District, school newspapers are legally subject to administrative review. As many — including the comic book character Spiderman — have said, “With great power comes great responsibility,” and indeed, we usually count on the good faith of school administrators in these matters of content regulation. At the Bronx High School of Science, however, whether administrators acted in good faith on these matters is not clear. Last year, I was one of two editors of the Editorial page on the school’s newspaper, the Science Survey. While disputes between teachers and administration have received a high profile in media coverage, here is a side of the story you probably have not heard before. Trouble In The Math Department At the end of April 2010, the union complaint the math teachers had earlier filed through the city union was resolved by judgment from an arbitrator. The report more or less corroborated the complaints of the teachers and recommended that both the offending administrator and the union chapter leader, the well liked math teacher Peter Lamphere, be removed from the school. The city’s education department took Principal Valerie Reidy’s side anyway and more or less ignored the arbitrator’s findings. (In December, an arbitrator ruled that Lamphere's low rating should be discarded.) At the time, the newspaper, the Science Survey, had just selected its editors for the last issue and next year, and Seán Toomey and I were slotted as heads of the editorial section. As the situation in the math department had again hit the headlines (articles on the arbitrator’s decision appeared in several city newspapers), we all agreed that it would be incredibly unusual if the school paper didn’t have anything to say on the matter. We (this includes the editors in chief at the time and our faculty adviser) set about drafting an editorial addressing the issue. Getting an article approved in your school newspaper covering an incident that garnered the institution bad publicity citywide is the sort of thing that probably would be a chore in any circumstance. But it was an even dicier situation at the Survey, where the administration took its power of prior review over the paper seriously.
May 14, 2012
Commentary: Help tackling the Common Core
Faced with the not-so-user-friendly new state standards, a literacy coach offers suggestions to daunted teachers.
May 14, 2012
Commentary: The self-fulfilling nature of special ed
A doctoral student reflects back on her elementary school days and considers herself lucky not to have been labeled special ed.
May 13, 2012
Commentary: Becca Bracy Knight podcast
The Broad Center's Becca Bracy Knight discusses the center's work developing talent to run school systems in this season's final Hot Lunch podcast.
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