Fewer than a dozen states across the country have adopted adequate reading and licensing tests for elementary school and special education teachers, according to a new study from the National Council on Teacher Quality that describes the lack of credentialing “safeguards” as “troubling.”
Only 11 states in the U.S. require both elementary school and special education teachers to pass a comprehensive reading-focused licensing or credentialing exam. Teachers in Arkansas, California, Connecticut, Indiana, Massachusetts, New York, North Carolina, Ohio, Oklahoma, Virginia and Wisconsin are required to take such a test.
The other 39 states and the District of Columbia were found to either only partially test their elementary and special education teachers’ reading acumen or to completely forego such credentialing.
WASHINGTON—The U.S. Department of Education today announced a Notice of Proposed Rulemaking (NPRM) that proposes to rescind Gainful Employment (GE) regulations in order to provide useful, transparent higher education data to students and treat all institutions of higher education fairly.
“Students deserve useful and relevant data when making important decisions about their education post-high school,” said U.S. Secretary of Education Betsy DeVos. “That’s why instead of targeting schools simply by their tax status, this administration is working to ensure students have transparent, meaningful information about all colleges and all programs. Our new approach will aid students across all sectors of higher education and improve accountability.”
When I was a high school junior in New Orleans taking AP American History, my teacher assigned us a paperback book. Slim in contrast to our hulking required textbook, it was a funny, compelling, even shocking read. Lies My Teacher Told Me, by James Loewen, explained how history textbooks got the story of America wrong, usually by soft-pedaling, oversimplifying and burying the thorny drama and uncertainties of the past under a blanket of dull, voice-of-God narration.
The book also taught a lot of history. It introduced me to concepts that still help me make sense of the world, like the “racial nadir” — the downturn in American race relations, starting after Reconstruction, which saw the rise of lynchings and the Ku Klux Klan. In doing so, Lies My Teacher Told Me overturned one assumption embedded in the history classes I’d been sitting through all my life: that the United States is constantly ascending from greatness to greatness.
From the policy of separating immigrant families, to limiting the power of labor unions, to naming the next justice of the U.S. Supreme Court, this summer the DeVos family name has been all over the news.
Over the years, the parents, in-laws and husband of U.S. Education Secretary Betsy DeVos have given hundreds of millions of dollars to conservative causes. And many of those causes are front and center of policy initiatives and goals of the Trump administration right now.
Those foundations include the Dick and Betsy DeVos Family Foundation (founded by the education secretary and her husband); the DeVos Urban Leadership Initiative (formerly the Richard and Helen DeVos Foundation), founded by Betsy DeVos’ in-laws; and the Edgar and Elsa Prince Foundation, founded by her parents.
USING ELECTRONIC devices in the classroom can be distracting to students and lead to lower grades.
A study published in the journal Educational Psychology found that students who had cellphones or laptops present while a lesson was being taught scored five percent, or half a letter grade, lower on exams than students who didn’t use electronics.
Researchers separated 118 college students enrolled in the same course into two groups. Each group was taught the same material by the same professor, but one group was allowed to have cellphones and laptops open for non-academic purposes, while the other group was not. While the students allowed electronics didn’t score lower on comprehension tests during lectures, they scored lower on exams at the end of the term.
As students enter college this fall, many will hunger for more than knowledge. Up to half of college students in recent published studies say they either are not getting enough to eat or are worried about it.
This food insecurity is most prevalent at community colleges, but it’s common at public and private four-year schools as well.
Student activists and advocates in the education community have drawn attention to the problem in recent years, and the food pantries that have sprung up at hundreds of schools are perhaps the most visible sign. Some schools nationally also have instituted the Swipe Out Hunger program, which allows students to donate their unused meal plan vouchers, or “swipes,” to other students to use at campus dining halls or food pantries.
That’s a start, say analysts studying the problem of campus hunger, but more system-wide solutions are needed.
POOR SCHOOL SYSTEMSacross the country are being left to wither as wealthier districts shut the door on their cash-strapped neighbors, and states are doing little to stop it, a new report finds.
Because schools are funded in large part by local property taxes, they are vulnerable to the same economic swings as the communities in which they are located. When things go south, many states do little to ensure the struggling districts that can no longer afford to operate schools are absorbed by their more well-heeled neighboring districts.
“What happens when the local economy bottoms out like we’ve seen in a lot of Rust Belt states in part? What happens to the kids that are left there?” says Rebecca Sibilia, CEO of EdBuild, an education nonprofit that focuses on school funding. “School districts are forced to go hat in hand to all of their neighbors and beg them to take their kids.”
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.
Do you remember the day you decided you were no good at math?
Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?
Thousands of studies have been published that touch on the topic of “math anxiety.” Overwhelming fear of math, regardless of one’s actual aptitude, affects students of all ages, from kindergarten to grad school.
This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks and even try to get out of calculating a tip. And even teachers suffer from math anxiety, which has been shown to hurt their students’ scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women’s abilities.