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Where Have All the Graduates Gone?
by Benjamin L. Castleman and Lindsay C. Page on June 24, 2015
Across the country, valedictorian speeches have concluded, graduation barbeques have ended, caps and gowns have been folded and stowed away in closets. Local newspapers have proudly run reports of where local graduates will attend college in the fall.
But how many will actually enroll?
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The Raciolinguistic Catch-22
by Nelson Flores and Jonathan Rosa on June 11, 2015
Despite the fact that heterogeneous linguistic repertoires have been a norm throughout human history, language diversity is often viewed as problematic in mainstream US educational contexts.
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A Pathway out of Poverty for Students in Low-Income Communities: Learning to Ask Questions
by Luz Santana on May 21, 2015
I’m not poor now, but through the years I have continued to learn from people in low-income communities who have a lot to teach us all about fighting poverty. In fact, I learned a lesson that is relevant to addressing the effects of poverty in classrooms all over the country.
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At the End of Intellectual Disability
by Chris Kliewer, Doug Biklen, and Amy J. Petersen on March 25, 2015
Following a recent panel discussion focused in part on the presumption of competence in children with complex developmental disabilities, a teacher approached one of the authors of this post with an anxious concern.
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Turning Conventional Wisdom on Its Head: Public Schools Outperform Private Schools
by Robert G. Smith on January 1, 2015
Market forces based on concepts of competition, choice, autonomy, and financial incentives applied to public education will improve learning outcomes. This formula for educational improvement, popularized as long ago as 1990 with the publication of Chubb and Moe’s Politics, Markets and America’s Schools, appears to reflect conventional wisdom today. In fact, these beliefs have gained momentum with the advent of No Child Left Behind, the growth of charter school legislation across the country, and the initiatives reflected in the federal Race to the Top requirements and incentives.
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An Alternate Lens on Young Black and Brown Males: Putting a Focus on Emotional Complexity
by David J. Knight on December 23, 2014
When the public thinks about Black and Brown teenage males, they often think of problems and deficits. This is true in many social science journal articles as it is in mainstream media. Societal images of them are regularly overgeneralized, incriminating, and fundamentally untrue.
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Tech Is Changing Teaching, Finally
by Dave Saltman on November 1, 2014
The news comes fast, and breathless, with each passing week: a major school district will spend tens of millions of dollars to buy computing devices for every schoolchild. Other teachers are asking students to watch short videos on the subject matter at home and to come prepared to work in the classroom on what would normally be considered homework.
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Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences
by Harvard Educational Review on September 30, 2014
The Harvard Educational Review (HER) is seeking papers from researchers, practitioners, families, and youth for an upcoming Special Issue on Undocumented Students and Education. While undocumented students make up 1–3 percent of students in the U.S. public school system, they are also one of the most vulnerable populations—shedding light on their experiences reveals that there are structural factors that either inhibit or support the educational and personal trajectories of these students. As such, while undocumented immigrant students have a legal right to K–12 education in the United States, their academic and social experiences vary greatly.
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Perceiving Learning Anew
by Manuel Luis Espinoza and Shirin Vossoughi on September 12, 2014
The roots of “Perceiving Learning Anew” (Fall 2014, HER) stretch back to our work in graduate school at UCLA and our work with the Migrant Student Leadership Institute (MSLI), a summer, precollegiate program for high school–aged migrant students interested in attending college. Almost a decade after our participation, it is still a challenge to describe the dynamics of an educational setting that helped students reimagine the social world and their place in it.
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Equal Scrutiny in Contracts for Digital Education
by Patricia Burch and Annalee G. Good on July 31, 2014
Public school districts are under more pressure than ever to buy digital services and products. . . But there is an important backstory to the digital surge that deserves equal and careful scrutiny. Digital education is nested in a broader trend where public schools and governance structures have come under increasing pressure to contract out core functions of teaching, learning, and assessment, mirroring a rise of privatizing initiatives in other aspects of social policy.
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