A team of visitors descends on a school, armed with video cameras, tape recorders, and piles of interview questions, to find out what the school did to succeed and then posts the case studies on a Web portal.
Education Week's Lesli Maxwell has written a number of heartbreaking, and sometimes inspiring, stories about schools in New Orleans this year, and her latest, 'The Hurricane Messed a Lot of Us Up,' is no exception.
The Seattle-based nonprofit aims to help low-income families raise healthy, successful, academically eager children through a variety of services such as tutoring, study skills instruction, and cultural awareness workshops.
An AP story about a recent study by the Baltimore-based nonprofit organization Advocates for Children and Youth links low performing schools with high principal turnover rates. The group, which examined schools in or near Baltimore, calls for incentives to keep principals in low achieving schools for longer periods of time with the hope that more experienced principals will improve academic performance, says the article.
I’ve already heard more than a few times the dreaded words of a child in the midst of summer break: “I’m bored.” Or my daughter’s version: “I’m Sooooo bored!” Of course the complaint is not an accurate reflection of summer vacation for many middle- and upper-income children, who have a wealth of activities lined up to keep them busy until the next school bell.
I frequently go back and read the transcripts from the chats we run on edweek.org. The questions alone highlight how desperately educators are seeking answers to their problems. The answers from our featured guests try to point people in the right direction toward solving those problems.
"My general impression is one of extreme disappointment," Gerald Wheeler of the National Science Teachers Association told Education Week after the release this month of a federal study showing that students in urban schools struggled with relatively basic tasks in a test of their science skills. "I can't imagine these kids surviving in a scientifically literate society."
With back-to-school sales just around the corner, many parents and teachers are picking up fresh supplies: crisp new notebooks, packs of pencils, unworn erasers, and other necessities. But in schools serving low-income communities, students often show up without the needed materials.
Despite the belief that high-poverty schools should receive the most resources, many districts spend less, on average, on the teachers at such schools than they do at schools serving more affluent populations.
The Senate, in a break from its past stance, agreed last week to distribute a portion of Title I aid under a formula that seeks to better target money to high-poverty school districts.
The Walt Disney Co. planned to play fairy godmother to schools and their teachers around the nation this week, with the unveiling of a multimillion-dollar education initiative.
All content on Education Week's websites is protected by copyright. No part of this publication shall be reproduced, stored in a retrieval system, or transmitted by any means, electronic or otherwise, without the written permission of the copyright holder. Readers may make up to 5 print copies of this publication at no cost for personal, non-commercial use, provided that each includes a full citation of the source. For additional print copies, or for permission for other uses of the content, visit www.edweek.org/help/reprints-photocopies-and-licensing-of-content or email reprints@educationweek.org and include information on how you would like to use the content. Want to seamlessly share more EdWeek content with your colleagues? Contact us today at pages.edweek.org/ew-for-districts-learn-more.html to learn about how group online subscriptions can complement professional learning in your district or organization.