February 6, 2013
Vol. 32, Issue 20
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Even with changes to evaluation systems, only subtle differences emerge between the best and the weakest teachers—as well as all those in the middle.
Disability-rights advocates welcome new federal guidance on special education students and sports, while critics say federal officials are pushing costly new mandates.
Opponents of the Common Core State Standards are ramping up pressure to get states to scale back—or even scrap—the effort, even as implementation moves ahead.
Without better instruction, children starting school with small vocabularies will struggle with common standards, scholars say.
News in Brief
- Snack Foods at School to Face New Scrutiny
- State May Prescribe N.Y.C. Evaluation Plan
- Protesters Decry School Closings in Nation's Cities
- Schools Opt Out of U.S. Meals Rules
- Hawaii to Use Scores in Principal Evaluations
- N.M. Could Lose Special Ed. Funds
- Tenn. Bill Could Stiffen Virtual School Rules
- Ill. Raises Cut Scores on State Tests
News in Brief
News in Brief
A survey finds that states have little to go on when it comes to evaluating the job school principals are doing.
Twenty years after desegregation ended, the mayor wants to change the way students are matched to schools.
Teachers at Seattle's Garfield High portray their protest as narrowly focused against one particular test used by their district, not against assessments in general.
A national survey shows that high schoolers' interest in STEM careers is growing and so are gender gaps.
Massively open online courses are growing more popular in colleges and universities, but there are questions about the quality of the courses and the retention of students.
The Providence school district is in the middle of an initiative to recognize skills and give academic credit for learning taking place outside school.
Charter schools' initial performance, whether good or bad, is a strong predictor of whether they succeed over time, a new Stanford University study concludes.
Best of the Blogs
This special report spotlights 16 district-level leaders from across the country.
The majority of winners in the $4 billion Race to the Top competition are struggling with evaluation and data systems, the U.S. Education Department's second annual progress report on the program says.
U.S. Sen. Tom Harkin, D-Iowa, will leave after this term, setting the stage for a shakeup in K-12 policy leadership.
Local school boards are complaining about what they see as the federal government's overreach into K-12 schools.
The push is on to speed a pathway to citizenship for undocumented immigrants, including for more than 2 million brought to the United States as children.
The U.S. Department of Education found progress in a variety of areas, but also a diverse set of challenges that remain for Race to the Top grant winners.
Here are summaries of recent annual addresses by governors around the country. In this roundup: Maine, Maryland, Tennessee, Texas, and Utah.
PAGE 28 - Commentary
With budgets tight, states must link teacher pay to student achievement, Eric A. Hanushek writes.
We honor diversity among students, except when it comes to their special needs. Neurodiversity provides a pathway for that to change, writes Thomas Armstrong.
PAGE 29 - Commentary
Educators must learn to teach about inappropriate media content in their students' lives, Marc Hauser writes.
PAGE 36 - Commentary
A Supreme Court decision that diminished students' First Amendment rights has had dire consequences on a generation of young people, writes Frank D. LoMonte.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Atlantic Philanthropies, the California Endowment, Carnegie Corporation of New York, the Bill & Melinda Gates Foundation, the GE Foundation, the William and Flora Hewlett Foundation, the Joyce Foundation, the Lumina Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, the Walton Family Foundation, and an anonymous funder. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations.
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