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January 19, 2016
Study finds racial discrimination in school gifted programs
Black students are far less likely to be placed in gifted programs, even with the same test scores as their white peers and especially if their teacher is white, say researchers.
Teaching & Classroom
March 16, 2015
For principals, value-added takes back seat in decisions about teachers, study says
Even as policymakers are putting more emphasis on test score growth, a new study suggests it's becoming less important to principals.
December 22, 2014
Why taking care of teachers’ (literal) voices matters for student learning
Research shows voice problems can make it hard for students to understand teachers and can lead teachers to miss school. But awareness and preparation can help teachers take care of their vocal health.
December 10, 2014
Education nonprofit leadership and boards lag behind student population in diversity
Though nearly all education advocacy and reform nonprofits say they value diversity, fewer have taken concrete steps to increase the racial and ethnic diversity of their staffs, leadership, and boards, according to a new report from Education Pioneers and Koya Leadership.
October 16, 2014
Small high schools send larger shares of students to college, new study says
The research nonprofit MDRC found that 49 percent of students who entered a small high school between 2004 and 2007 enrolled in a four-year college, community college, or technical school, compared to 40 percent of similar students who attended other schools.
June 11, 2014
De Blasio defends city's tenure process in wake of California decision
Mayor Bill de Blasio defended New York’s tenure system on Wednesday, calling it an effective way to recruit and retain teachers one day after a California judge struck down a slate of laws related to job protections for teachers in that state.
January 27, 2014
SCORE report encourages focus on Common Core, school leadership, technology
While changes to education policies involving teacher evaluations and state standards have led to some improvements in Tennessee's public schools, the state's academic performance is still lagging, according to a new report from the State Collaborative On Reforming Education, or SCORE.
September 10, 2013
"Gold standard" study identifies benefits of TFA math teachers
Middle and high school students whose math teachers entered the profession through Teach for America learn what researchers are calling the equivalent of 2.6 months more than similar students each year, according to a study released today. But the study found that teachers who entered the profession through the Teaching Fellows program, which supplies large numbers of New York City teachers, did not similarly boost students' math scores. The findings are likely to shape ongoing debates over the value of teacher experience and and over alternative certification programs, given the limited number of large-scale studies on the programs' effectiveness. For years, Teach for America's detractors have pointed to a 2005 study led by Linda Darling-Hammond, while supporters have been left to offer up smaller studies and anecdotal evidence about outsized gains. But more recently, studies showing benefits to Teach for America teachers have begun to pile up, even as criticism of the program, which allows recent college graduates a fast track into the classroom, has continued. The latest study, conducted by the firm Mathematica, is among the largest and uses random-assignment methodology, which is widely considered the "gold standard" in education research. It was funded by the U.S. Department of Education’s Institute of Education Sciences, an office that supports randomized studies in an attempt to boost the quality of education research.
March 29, 2013
In reports, validation for city's high school gains, but not its data
An independent research group with access to a trove of the city's education data concluded that most of the Bloomberg administration's claims of high school progress are credible. But in a different report commissioned by a nonprofit group that manages some city high schools, researchers found that the city's tools for evaluating schools do not treat schools with higher-need students fairly. The two reports come as the Bloomberg administration concludes a three-term spree of policy changes meant to spur improvement in the city's high schools. The spree included dozens of school closures and the creation of hundreds of new high schools, along with accountability metrics such as the annual "progress report" to make school performance transparent. Whether to continue the policies and accountability measures will be a major choice facing the next mayor.
August 16, 2012
Students act as engineers, chemical testers in summer program
Senior Samuel Fok joined teammates in presenting design ideas for an alternative construction project in the East Village. When asked to envision an office…
September 22, 2009
City charter students narrow gap between Harlem and Scarsdale
Hoxby's study examined 43 charter schools throughout the city. The schools she researched are noted on this map with red stars. New York City charter school students are performing so well on state tests that they may soon catch up to students in Scarsdale, the upscale suburb north of the city, according to an extensive update of a multi-year charter study released today. The optimistic projection stems from researchers' finding that the boost charter schools give does not taper off, but is steady throughout elementary school and middle school and even into high school. "It seems to be really stable as an effect," said Stanford University economist Caroline Hoxby, who directed the study. Hoxby and her team studied 43 charter schools in New York City serving elementary, middle and high school students. They compared students who applied and were accepted into charter schools in 2000 by random lottery to those who applied but did not receive a seat. By the time charter school students reached the eighth grade, in 2008, they scored on average 30 points higher on state math tests than students who remained in traditional public schools, the researchers found. That's almost the equivalent of closing the average achievement gap between students in traditional public schools in Harlem and students in Scarsdale, the affluent New York suburb north of the city where students take the same standardized tests. The average Harlem-Scarsdale math score gap is between 35 and 40 points, so the charter school students close that gap by about 86 percent.
January 27, 2009
Bill Gates on the difficulty of measuring what works in education
The importance of raising teacher quality and a ramped-up declaration of support for charter schools are the education points getting attention from Bill…
October 14, 2008
Updating the shoebox-with-a hole-in-the-top outside the principal’s office, SchoolTipline lets children and parents report bullying to school administrators anonymously. If the school…
August 11, 2008
Texting: the next big thing in balanced literacy? j/k!
Forget safety or motivation – the real reason to give a child a cell phone is to promote literacy. Newsweek reports that…
July 30, 2008
Stark figures on black male graduation rates
America's schools systematically fail to educate black males as well as they educate other students, according to a new report by the Schott Foundation for Public Education, Given Half a Chance: The Schott 50 State Report on Public Education and Black Males. If Black students did poorly in all schools, we would plausibly seek solutions to the problem of their achievement among those students themselves. The same would be the case if, in schools with majority Black enrollments, Black students did poorly and the other students did well. But in reality, Black students in good schools do well. At the same time, White, non-Hispanic students who attend schools where most of the students are Black and their graduation rates are low, also do poorly. The crisis of the education of Black males sits squarely in the middle of the crisis America faces as we work to create a world-class public education system that will support and maintain the values of a fair and equitable democratic society. According to the report, in New York State, 39 percent of black male students graduated from high school in 2005-06, compared to 75 percent of white male students, and far more black male students performed at the Below Basic level on all sections of the NAEP tests compared to white male students. Also, as the report points out, on the eighth grade NAEP reading assessment, "virtually none reach the Advanced level." Furthermore, black males in New York State are about 5 times less likely to be placed in Gifted and Talented programs, and nearly 3 times more likely to be classified as mentally retarded.
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