December 2, 2009
Vol. 29, Issue 13
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Philanthropies question a draft plan to require matching funds from applicants for the Education Department’s $650 million "i3" program.
The guidelines for addressing low-performing schools allow states and districts to use a turnaround approach that many educators favor: providing professional development and coaching for a school’s current staff, and making changes to curriculum and instruction.
Officials say they are working to assure the diploma created by a new law is rigorous and holds value for those who choose it.
The evidence, experts say, does not show a link between teachers who majored in math and higher student achievement, especially before high school.
News in Brief
News in Brief
News in Brief
A new report finds that 44 states, up from 21 in 2005, have built systems that can track students’ progress over time.
Two community groups will offer counseling and sports while University of Chicago researchers study whether this approach helps curb violence.
Three districts and a charter school consortium will receive a share of $500 million to improve teacher effectiveness.
Researchers found large gains in math scores for 4th graders and moderate ones for 8th graders, but no similar evidence for reading achievement.
Reflecting his on-the-ground experience, the new director of the Institute of Education Sciences wants studies that are useful to the field.
Researchers will study initiatives funded by the law’s $10 billion in competitive grant programs.
Best of the Blogs
A new study shows gains for 4th graders on state tests used for accountability purposes under the federal No Child Left Behind Act.
Advocates on both sides are watching to see whether Congress will come down on paying for "abstinence-only" or "comprehensive" programs.
Obama administration officials concede reporting errors, but tell skeptics in Congress the program is creating and saving many jobs.
PAGE 22 - In Perspective
Ensuring that all students have access to physical education and sports may be the final frontier for inclusion, advocates say.
PAGE 26 - Commentary
Patricia Wasley and Marguerite Roza tell why education schools should not fear a proposal advanced by their university that would decouple advanced degrees and teacher pay.
Thomas R. Hoerr counters five common myths about faculty meetings and tells how they might become production—and popular—gatherings.
PAGE 27 - Commentary
"Intemperate irascibility" is hijacking our shared future, Peter Cobb writes, imploring schools to finds ways to help students elevate public discourse.
PAGE 32 - Commentary
John Merrow looks at a promising study of New York City charter schools and wonders how it will influence education’s future.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Annenberg Foundation, the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Eli and Edythe Broad Foundation, the Ewing Marion Kauffman Foundation, the Ford Foundation, the Joyce Foundation, the Pew Charitable Trusts, the Spencer Foundation, the Wallace Foundation, and the William and Flora Hewlett Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations.
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