May 8, 2013
Vol. 32, Issue 30
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Rapid change in education—and society—has intensified the debate to a level not seen since the battles over school desegregation.
Muskegon Heights and Highland Park are testing private companies' skill at running troubled public school systems.
Two federal agencies are rolling out a common set of evidence standards for federally funded work.
States look to raise the entry bar on teaching programs, but worry about the prospects for black and Latino candidates.
Technical glitches during recent online assessments in a number of states are prompting worries about schools' ability to administer common-core testing in 2014-15.
News in Brief
- Phila. District Plans to Open Online School
- Residents of Newtown Reject Budget Increase
- 'Parent Trigger' Plan Falls Short Again in Fla.
- N.Y.C. Middle Schools to Try Longer Day
- Online-Safety Program Launched for Teenagers
- Indiana to Review Common-Core Commitment
- Court Sides With S.C. on Special Ed. Funding
- Student Must Be Read Rights in Some Cases
- Emergency Manager Exiting Detroit District
News in Brief
News in Brief
Districts are using their share of the federal grant dollars for a range of efforts aimed at the "whole child."
Educators see an important place for technology in the preschool classroom, but say it is just one of many learning tools that can be incorporated among a range of developmentally appropriate materials and activities.
Through "citizen science" projects, students leave the classroom to collect data for scientists and get hands-on experience.
Researchers also found a growing share of philanthropic dollars going to "challengers to the system"—mainly charter schools.
Best of the Blogs
Budget woes and the aftermath of the recession combine to put the brakes on preschool funding, a research group says.
The state schools chief decided to remove student data from non-profit inBloom’s database.
States that got flexibility under the No Child Left Behind Act have promised cash bonuses and other rewards to high-performing schools and those that show significant progress.
The district administrators' group would like to streamline handling of conflicts over individualized education programs.
PAGE 26 - Commentary
Current efforts to improve the evaluation process will prove futile without input from classroom teachers, write Ross Wiener and Kasia Lundy.
Universal pre-K holds benefits for middle-class children, as well as the poor, William T. Gormley Jr. writes.
PAGE 27 - Commentary
Policymakers should make supporting struggling students a higher priority than enacting standards for all, John H. Jackson writes.
PAGE 36 - Commentary
The old-style industrial economy no longer works for any of our social institutions, and teachers' unions are no exception, Arthur Levine writes.
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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