Have you ever paid your kid for good grades? Have you driven to school to drop off an assignment that they forgot? Have you done a college student’s laundry? What about coming along to Junior’s first job interview?
These examples are drawn from two bestselling books — How to Raise an Adult by Julie Lythcott-Haims and The Gift of Failure by Jessica Lahey. Both are by women writing from their experiences as parents and as educators. Lahey is a teacher and a writer for The New York Times and The Atlantic, currently at work on a new book about teens and addiction. Lythcott-Haims was the longtime freshman dean at Stanford; in 2017 she published the memoir Real American and is working on a sequel to How to Raise an Adult about “how to be an adult.”
The books make strikingly similar claims about today’s youth and their parents: Parents are “too worried about [their children’s] future achievements to allow [them] to work through the obstacles in their path” (Lahey) and “students who seemed increasingly reliant on their parents in ways that felt, simply, off,” (Lythcott-Haims).
WASHINGTON (AP) — A survey of school districts around the country finds that less than half test their water for lead, and among those that do more than a third detected elevated levels of the toxin, according to a federal report released Tuesday.
Lead can cause brain damage and learning disabilities in children.
The report, released by the Government Accountability Office, is based on a survey of 549 school districts across the United States. It estimates that 41 percent of school districts, serving 12 million students, did not test for lead in the water in 2016 and 2017.
Of the 43 percent that did test for lead, about 37 percent reported elevated levels. Sixteen percent of schools said they did not know whether they test for lead, the report says.
A high-level investigation into chronic absenteeism in Washington, D.C., high schools has found that students across the city graduated despite missing more than 30 days of school in a single course, in violation of district policy.
The findings today follow an investigation late last year by WAMU and NPR Ed into widespread violations of this policy at Ballou High school. That reporting has led to two investigations and the placement of the school’s principal, Yetunde Reeves, on administrative leave. Results from the other inquiry are expected later this month.
The report focused on Ballou High School but also reviewed absenteeism and graduation policies system-wide. It found that in recent years, the number of chronically absent students has increased and that more of them are graduating, despite.
Ask teachers what they actually do to renew their licenses every five years, and you are likely to get an elaborate description of their decision process, not a simple answer.
“For me, and this is being bluntly honest, I try to pick something that’s going to work easiest with the time constraints that I have,” said Chris Woods, a math teacher in Calumet, Mich., who, among his other commitments, sits on a state panel looking at teacher recruitment and retention.
The good news from the latest Progress in International Reading Literacy Study is that basic literacy is at an all-time high worldwide and a majority of countries have seen rising reading achievement in the last decade.
The bad news is that students in the United States are bucking the trend.
While U.S. 4th graders performed at an average score of 549, above the average of the 58 education systems participating in PIRLS in 2016, that score was 7 scale points lower than the last test in 2011—basically the same as they did in 2006.
Houston — U.S. Secretary of Education Betsy DeVos today joined President Trump, FEMA Administrator Brock Long and members of the Cabinet in Texas and Louisiana to visit with those impacted by Hurricane Harvey. The group toured the Hurricane Harvey Relief Center and met with members of the Texas and Louisiana congressional delegations to learn more about how best to assist those on the frontlines of the recovery effort.
“Texas and Louisiana have a long road to recovery ahead, but the resilience of those in areas affected by Hurricane Harvey was evident today,” said Secretary DeVos. “The Department of Education will continue to work side-by-side with the people of both states as they begin to piece their lives back together, and get their communities and schools up and running again.”
U.S. Education Secretary John B. King Jr. sent a letter today urging state leaders to end the use of corporal punishment in schools, a practice repeatedly linked to harmful short-term and long-term outcomes for students.
“Our schools are bound by a sacred trust to safeguard the well-being, safety, and extraordinary potential of the children and youth within the communities they serve,” King said. “While some may argue that corporal punishment is a tradition in some school communities, society has evolved and past practice alone is no justification. No school can be considered safe or supportive if its students are fearful of being physically punished. We strongly urge states to eliminate the use of corporal punishment in schools– a practice that educators, civil rights advocates, medical professionals, and researchers agree is harmful to students and which the data show us unequivocally disproportionally impacts students of color and students with disabilities.”
The U.S. Department of Education today released non-regulatory guidance to help states, districts and schools provide effective services to improve the English language proficiency and academic achievement of English learners (ELs) through Title III of the Elementary and Secondary Education Act ESEA), as amended by the Every Student Succeeds Act (ESSA). The guidance is an effort to ensure that students who are English learners receive the high-quality services they need to be college and career ready.
“In too many places across the country, English learners get less access to quality teachers, less access to advanced coursework, and less access to the resources they need to succeed. Together, we can change that reality,” said U.S. Secretary of Education John B. King Jr. “Under the Every Student Succeeds Act, we have an opportunity to give students the gift of bilingualism and of multilingualism so they are prepared for college and career with a better sense of themselves, their community, their future, and a better appreciation for our diversity as a country.”
The U.S. Departments of Education and Justice released today new tools to improve school climates, ensure safety, and support student achievement in our nation’s schools.
To the extent a local decision is made to use school resource officers (SROs) in community schools, these resources will help state and local education and law enforcement agencies responsibly incorporate SROs in the learning environment. Additionally, the Departments have highlighted tools available for law enforcement agencies that also apply to campus law enforcement agencies.
“As educators, we are all bound by a sacred trust to protect the well-being, safety, and extraordinary potential of the children, youth and the young adults within the communities we serve,” U.S. Secretary of Education John B. King Jr. said. “School resource officers can be valuable assets in creating a positive school environment and keeping kids safe. But we must ensure that school discipline is being handled by trained educators, not by law enforcement officers. At the college level, the President’s Task Force on 21st Century Policing has important recommendations that can help campus and local law enforcement both keep students safe and safeguard students’ civil rights.”
The U.S. Department of Education announced today the award of $2.5 million in grants to operate 23 Community Parent Resource Centers in 17 states and a Parent Training and Information Center to serve American Samoa, the Federated States of Micronesia, Guam, the Republic of the Marshall Islands, the Commonwealth of the Northern Mariana Islands, and the Republic of Palau. The centers provide parents with the training and information they need to work with professionals in meeting the early intervention and special needs of children with disabilities.
With the new grants, the Department now funds 87 information centers for parents of children and youth with disabilities. Every state has at least one Parent Training and Information Center that assists parents as they work to ensure their children receive a free, appropriate public education as guaranteed by federal law. In addition, the centers provide services to underserved parents of children with disabilities in targeted communities throughout the country.