IF THE SUPREME COURT rules in favor of the Trump administration, the future for teachers like Vicente Rodriguez and some 660,000 immigrants brought to the U.S. illegally as children, would be in doubt.
“I made it my life’s mission to make sure students would never, ever experience such events and hardship in pursuit of education as I did,” he said to thousands of people gathered in front of the steps of the high court Tuesday as the justices began considering the Trump administration’s efforts to end the Deferred Action for Childhood Arrivals program, known as DACA.
Rodriguez, who is a teaching assistant and DACA recipient from San Bernardino, California, is one of an estimated 20,000 teachers, assistant teachers and those in the process of being certified to become teachers who are protected under DACA in school districts all across the country.
WASHINGTON— Today, U.S. Secretary of Education Betsy DeVos announced the appointment of seven leaders from around the country to four-year terms as members of the National Assessment Governing Board.
This year’s slate includes six new members and one re-appointed member. The appointees’ terms officially began on Oct. 1, 2019, and will end on Sept. 30, 2023.
The appointees will help set policy for the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card. NAEP offers to the public and to education policymakers at the national, state and local levels, objective data on student performance in nearly a dozen subjects. The information NAEP provides helps education stakeholders evaluate the progress of American education. The 26-member nonpartisan, independent Governing Board determines the subjects and content of NAEP tests, sets the achievement levels for reporting and publicly releases the results.
A majority of parents rarely if ever discuss race/ethnicity, gender, class or other categories of social identity with their kids, according to a new, nationally representative survey of more than 6,000 parents conducted by Sesame Workshop and NORC at the University of Chicago. The researchers behind Sesame Street say the fact that so many families aren’t talking about these issues is a problem because children are hardwired to notice differences at a young age — and they’re asking questions.
” ‘Why is this person darker than me?’ ‘Why is this person wearing that hat on their head?’ ” These are just some of the social identity questions parents might hear, says Tanya Haider, executive vice president for strategy, research and ventures at Sesame Workshop. “We sometimes are scared to talk about these things. If the adults stiffen up and say, ‘Oh, you shouldn’t say that loudly,’ that’s sending [children] a cue that there’s something wrong.”
Seeking a stable teacher salary and a healthy work environment? A new analysis suggests heading north.
This year, North Dakota took first place in personal finance site WalletHub’s annual ranking of the best and worst states to be a teacher.
The other states rounding out the top five spots this year?
The ranking is based mostly on what the website calls “opportunity and competition”—factors including the average salary and starting pay for teachers, potential for income growth over the course of a career, pension, tenure protections, and job competition in the state. Scores on these metrics make up 70 percent of a state’s rating.
Starting next school year, lesbian, gay, bisexual, and transgender history will be part of the curriculum in Illinois public schools.
Democratic Governor J. B. Pritzker signed House Bill 246 into law Aug. 9, making Illinois the fourth state to mandate teaching LGBT history, after California, New Jersey, and Colorado. The Illinois legislation takes effect in July 2020.
The law mandates that history classes in public schools “include a study of the roles and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State.” Any textbooks bought with state funding must cover “the roles and contributions” of LGBT people, and can’t include content that is discriminatory to any particular gender or sexual orientation.
Nationwide, LGBT history often doesn’t make it into the curriculum. Just under a quarter of students say that they have learned about LGBT-related topics in their classes, according to 2016 research from GLSEN, a national advocacy group for LGBTQ students.
STUDENTS WHO RECEIVED sex education before college that included training in refusing unwanted sex were half as likely to be assaulted in college, a new study finds.
In contrast, students who received abstinence-only sex education before college were not shown to have significantly reduced experiences of campus sexual assault – though they also did not show an increased risk.
Those were some of the top-line findings from researchers at Columbia University who examined data from a survey of 2,500 students aged 18 to 29 that was conducted online between March and May 2016 as a part of the Sexual Health Initiative to Foster Transformation, a project housed in Columbia’s School of Public Health.
“This study has important implications for policy and further research,” the researchers said. “In the broadest sense, our findings point to the underexplored opportunities for pre-college sexual assault prevention.”
WHAT’S A HIGH SCHOOL TO do when it finds out that more than 60 boys in its graduating class of 2019 posed together, their arms extended in a Nazi salute, laughing, with at least one student flashing the “white power” sign?
That’s what Baraboo High School in central Wisconsin is figuring out after a photo taken before prom last spring at the Sauk County Courthouse in downtown Baraboo went viral this week.
Currently, school district officials are working with local authorities to investigate the incident and interview students and families involved to determine how and why the photo was taken, Lori Mueller, the school district administrator, said in a statement. She went further on Twitter, saying the school district plans to pursue “any and all available and appropriate actions, including legal,” to address the situation.
Does Harvard University discriminate against Asian-Americans in its admissions process?
That’s the question on trial in a Boston federal courtroom this week. At issue is whether Harvard unfairly discriminated against an Asian-American applicant who says the Ivy League school held him to higher standards than applicants of other races. This trial will also dissect a contentious political issue in higher education: affirmative action.
But what exactly is affirmative action, and how did it become such a controversial issue?
Today in U.S. higher education, affirmative action refers to policies that give students from underrepresented racial groups an advantage in the college admissions process, said Mark Naison, an African-American studies professor who teaches about affirmative action at Fordham University. But that wasn’t the original definition when it was introduced by President John Kennedy in the 1960s.
PHILADELPHIA (AP) — Lisa Larney started researching college when her daughter was 3. She wanted to know everything she could about the long-term impacts of delaying kindergarten enrollment for her daughter, born just a week before her school district’s enrollment cutoff date.
Would she benefit from going to college a year later? What if she’s too tall for her grade? Would she perform better academically if held back?
After two years of studying her daughter’s social interactions and researching her options, Larney decided to “redshirt” her, the term used for keeping children in prekindergarten instead of enrolling them when they’re first eligible at age 5.
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).