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.”
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.
Sylvia Acevedo grew up on a dirt road in New Mexico. Her family was poor, living “paycheck to paycheck.”
After a meningitis outbreak in her Las Cruces neighborhood nearly killed her younger sister, her mother moved the family to a different neighborhood. At her new school, young Acevedo knew no one. Until a classmate convinced her to become a Brownie Girl Scout.
And from that moment, she says, her life took on a new path.
On one camping trip, Acevedo’s troop leader saw her looking up at the stars.
“I didn’t know that there were planets,” Acevedo remembers, “I didn’t know there were constellations.” Her troop leader pointed out the Big Dipper, the Little Dipper and a few planets. Later, when the girls were earning badges, Acevedo’s leader remembered her fascination with the stars and suggested she try for her science badge.
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.
IN THE LAND OF parenting there are two camps: those who think educational videos can be good for their kids and those who think they’re a mind-numbing wasteland.
I tended to side with the latter when my daughter was in her preschool years because I was convinced that books and active play were superior. But we’ve all been exhausted at 6 a.m. and streamed videos from YouTube. Let’s just assume that my daughter watched more videos in her early childhood than I care to admit. Over time, I convinced myself that the videos I chose were better than most of the crap out there.
A team of four education researchers, led by Susan B. Neuman at New York University, conducted an in-depth study published in April 2018 of 100 of the most popular videos that claim to be “educational” and stream over Amazon Prime, Netflix, Hulu, HBO Now and Google Play. They include “Sesame Street,” “Blue’s Clues,” “Martha Speaks” and “Dora the Explorer,” all highly regarded programs that frequently turn up on recommended lists. The researchers found that the majority of the videos taught specific vocabulary – more educational content than critics might assume. They also found that 4-year-olds were actually paying attention and learning new words.
As the bell rings students file into class at Maxence Van der Meersch middle school. This morning the kids have a visitor – investigative journalist Thomas Huchon.
Without telling them the topic of his visit, Huchon says he’s going to show them a mini-documentary.
The video tells how the CIA spread the AIDS virus in Cuba, and says that was the real reason behind the decades-long U.S. embargo. It was only lifted, the narrator says, so American and French pharmaceutical companies could cash in on an AIDS vaccine developed by Cuban doctors.
A free day at the aquarium! For Marcey Morse, a mother of two, it sounded pretty good.
It was the fall of 2016, and Morse had received an email offering tickets, along with a warning about her children’s education.
At that time, Morse’s two kids were enrolled in an online, or “virtual,” school called the Georgia Cyber Academy, run by a company called K12 Inc. About 275,000 students around the country attend these online public charter schools, run by for-profit companies, at taxpayers’ expense.
Graduate students around the country walked out of their classes, office hours, and research labs to protest the House Republican tax plan Wednesday.
“This plan is going to be disastrous for higher ed,” said Jack Nicoludis, a Harvard graduate student in chemistry, who helped organize a protest on the campus. He said the bill would more than double his taxes.
In exchange for teaching courses or teaming up with professors on research projects, universities don’t charge many Ph.D. students tuition, and give them modest stipends. The House bill would end the tax break students get on the value of their tuition waivers.
Here’s a puzzle: If U.S. students do so badly on international tests, especially in math, how can it be that the U.S. economy is so strong? An educated workforce is supposedly a big predictor of a country’s income and annual growth. Yet the performance of American 15-year-olds on the Program for International Student Assessment, or PISA, has always been lackluster. Since 2012, U.S. math scores have slumped down into the bottom half. Meanwhile, the U.S. remains the top economy in the world this year with over $19 trillion of goods and services produced. No other country even comes close.
A group of behavioral economists wondered if U.S. students are actually not as incompetent as their scores would suggest, but simply lazy when they’re taking the PISA exam. To test this, they created a PISA-like exam of just 25 questions and asked 447 sophomores at two different high schools to take it. Seconds before the test started, they surprised half the students at each school with an envelope of 25 $1 bills. The researchers told those students they would take away one dollar for each incorrect or unanswered question.