Some California schoolchildren will soon get to sleep later in the mornings, thanks to legislation signed into law on Sunday by Gov. Gavin Newsom that mandates later start times at most public schools.
The new law, which acknowledges research showing that teens perform better when they start later than schools now typically begin, will make California the first U.S. state with this requirement once the law is fully implemented, the Los Angeles Times noted.
Impacted schools will need to begin the new start times — 8 a.m. or later for middle schools and 8.30 a.m. or later for high schools — by July 1, 2022, or the date of expiry of the school’s three-year collective bargaining agreement with its employees, whichever is later.
Schools serving disadvantaged and minority children teach as much to their students as those serving more advantaged kids, according to a new nationwide study.
The results may seem surprising, given that student test scores are normally higher in suburban and wealthier school districts than they are in urban districts serving mostly disadvantaged and minority children.
But those test scores speak more to what happens outside the classroom than how schools themselves are performing, said Douglas Downey, lead author of the new study and professor of sociology at The Ohio State University.
“We found that if you look at how much students are learning during the school year, the difference between schools serving mostly advantaged students and those serving mostly disadvantaged students is essentially zero,” Downey said.
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.
WHEN A MAJOR WINTER storm ripped across the South over the weekend, dumping nearly a foot of snow in parts of North Carolina and prompting some school systems to cancel classes Monday, it sparked a public debate about school segregation.
“Long thread about our countywide school system and inclement weather,” Wake County schools posted to Twitter Sunday afternoon. “Grab a mug of hot chocolate and listen in.”
What came next was a long explanation-cum-history lesson about Wake County schools’ integration efforts: “Most importantly, there is a very, very, very important reason why our school system is countywide,” Wake County schools posted to Twitter. “It’s the foundation of our success as a community. It is the reason our community has prospered. It’s why our taxes are low. It’s what attracted many of you to move here. It is why all of our schools are good schools.”
The thread was a response to someone on Twitter who, in reacting to a Wake County science teacher’s tweet about the possibility of school being canceled Monday, argued there should be two separate school systems in Wake County because the weather impacts parts of the county differently.
THE WHITE HOUSE announced Monday evening a five-year strategic plan for science, technology, engineering and math education, setting forth what it calls a “North Star” that “charts a course for the Nation’s success.”
“It represents an urgent call to action for a nationwide collaboration with learners, families, educators, communities, and employers,” the White House plan reads.
The administration’s goal is threefold: for every American to master basic STEM concepts, like computational thinking, in order to respond to technological change; to increase access to STEM among historically underserved students; and to encourage students to pursue STEM careers.
When she’s trying decide which art supplies to buy for her class, Tennessee art teacher Cassie Stephens hops on Instagram. She’ll post the question on her Instagram story, and within minutes, other art teachers will send her ideas and videos.
Teachers like Stephens have formed something of a community on the app. Using hashtags like #teachersofinstagram, teacher Instagrammers post photos of meticulously crafted classroom decorations, lessons and even their daily outfits (Stephens posted a picture of her pencil-shaped scarf).
“Instagram is just a way for me to constantly take a peek into another art teacher’s room,” Stephens says.
She has about 76,000 followers, which is not uncommon for some of the more popular teacher Instagram accounts.
SMALL CLASSES ARE VERY popular with parents. Fewer kids in a room can mean more personal attention for their little ones. Teachers like them, too. Fewer kids means fewer tests to mark and fewer disruptions. Communities across the United States have invested enormously in smaller classes over the past 50 years. Pupil-teacher ratios declined from 22.3 in 1970 to 17.9 in 1985 and dropped to a low of 15.3 in 2008. But after the 2008 recession, local budget cuts forced class sizes to increase again, bumping the pupil-teacher ratio up to 16.1 in 2014, according to the most recent federal data available.
There’s a general consensus among education researchers that smaller classes are more effective. (In graduate school, I was taught that the benefits of small classes kick in once the class size falls below 16 students.) The benefits of small classes have become something of an informal yardstick. When I have written about unrelated educational reforms, researchers often compare them to the effectiveness of class-size reductions to give me a sense of their relative impact.
This question came up again and again Tuesday during an at-times heated hearing of the Senate’s education committee: Does the law allow schools to use federal money to arm teachers?
The federal money in question comes from Title IV of the big, k-12 federal education law known as The Every Student Succeeds Act. It’s a billion-dollar pot intended for what the law calls “student support and academic enrichment.”
“There’s a range of services that Title IV funds, from computer science programs, music, art, STEM, extended learning time,” said Shavar Jeffries, one of four witnesses at Tuesday’s hearing and head of Education Reform Now.
U.S. Secretary of Education Betsy DeVos today recognized 349 schools as National Blue Ribbon Schools for 2018. The recognition is based on a school’s overall academic performance or progress in closing achievement gaps among student subgroups.
“I’m pleased to celebrate with you as your school is named a National Blue Ribbon School,” said U.S. Secretary of Education Betsy DeVos in a video message to the honorees. “We recognize and honor your important work in preparing students for successful careers and meaningful lives. Congratulations on your students’ accomplishments and for your extraordinary commitment to meeting their unique needs.”
The coveted National Blue Ribbon Schools award affirms the hard work of educators, families and communities in creating safe and welcoming schools where students master challenging and engaging content.
Despite all the careful planning and prep, the school year has the capacity to quickly get stressful. As soon as I sense students are feeling overwhelmed, I try to find little techniques to help lighten the mood and detox any unnecessary stress from building up. When things start to feel like too much, I pull out one of my favorite techniques – The Dot Test – which I was fortunate enough to experience in graduate school. When I can pull it off, it’s one of my favorite lessons of the year.
The Story of the Dot Test
Upon entering the classroom, a lecturer greeted us and asked us to look up on the board and tell us what we saw. The board was seemingly empty. Everyone started looking at each other, all of us aware that we must be missing something. Finally, someone walked up to the board and said, “All I see is this small dot, is this what you meant?”
The lecturer said, “Yes that’s what I was hoping you’d find – the dot.” We were a bit confused, so he explained. “You see, I know you are all in the middle of a stressful year, but I wanted to tell you to enjoy it, because as stressful as the tests seem and as daunting as the homework might feel, throughout the grand scheme of your life you won’t remember any of it — it will be as significant as this small dot on this vast board. When you look back on this year, what you will remember are the friends you’ve made, the experiences you’ve had, and how your teachers made you feel. Don’t waste too much time being stressed out about the exams, because in the end, these tests won’t matter much in your life. They will become small dots. No matter what happens, you will all be okay and do great things.”