Whole-child development is undervalued, suggest researchers Bo Stjerne Thomsen and Edith Ackermann. In this blog post, they explore ways to make the approach systemic and sustainable by expanding the practice beyond schools.
A growing number of urban school districts are abandoning zero-tolerance policies in favor of a whole-child approach. This article showcases how several urban, high-poverty schools are making this approach work, as well as research that supports replacing policies that favor suspension.
A dozen education-focused foundations are offering up to $506 million in matching funds to support education reforms under federal programs such as Investing in Innovation. Districts, schools and nonprofit groups have until May 12 to apply for the grants to pay for programs that promote innovation in the classroom, improving underperforming schools or studying reforms that could be used to improve education across the country.
Black and Hispanic students who attend charter schools in New York City are more likely to be admitted to the city's top high schools, according to data analyzed by Manhattan Institute senior fellow Marcus Winters in this opinion article. He writes that the data support the argument that charters may offer black and Hispanic students a better elementary- or middle-school education and increased access to a superior secondary education, Winters writes.
An education task force in Massachusetts is recommending that the state change its achievement goal of having 100% of students scoring as proficient or advanced on state tests by 2014 to 85% by 2020. Members of the task force said the new goal would give educators and policymakers more time to improve underperforming schools and address areas where the "proficiency gap" is widest -- primarily with students from low-income areas and those who are learning English as a second language.