November 11, 2015
Vol. 35, Issue 12
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Response to intervention failed to improve the reading skills of students identified for initial interventions in a 13-state study.
Enacted in 1975, the law now known as the Individuals with Disabilities Education Act remade the landscape for an often-vulnerable, once-overlooked population of students.
Recent disputes over schools' treatment of transgender students present complicated questions for educators.
The situation of former Alabama Teacher of the Year Ann Marie Corgill puts a personal face on the issue of who is allowed to teach and where.
News in Brief
News in Brief
News in Brief
Discord in Jefferson County over performance pay for teachers and other controversial measures leads to voters' support of recall of three conservative board members.
Best of the Blogs
In Alabama, school officials say they could not abide by a mother's advance directive not to revive her terminally ill son if he goes into cardiac arrest.
Cost and rural settings are among the barriers as districts strive to bring fast broadband access to schools, according to a report from the Consortium for School Networking.
This special report highlights common misconceptions about the approach and shows how formative assessment differs from other kinds of assessments, and illuminates some ways that educators can use formative assessment in their classrooms to find out on the spot whether students are really "getting it".
A Republican's win in the Kentucky governor's race could shake up the political climate for common core in that state, and a Mississippi funding measure goes down to defeat.
As an ESEA rewrite nears the finish line, states must prepare for a scaled-back federal footprint and how to assure continued progress for low-performing student subgroups.
A package of legislation aims to pump $3.5 billion into education in the next 10 years to settle a funding lawsuit, but the deal still needs voter approval in a special election.
PAGE 20 - Commentary
Principal Tim Lauer shares how he uses technology to balance extended classroom visits with his other leadership responsibilities.
PAGE 21 - Commentary
A rash of student transfers was a wake-up call for Principal Rodney Fisher to prioritize his school's mission, he writes.
PAGE 22 - Commentary
Amidst a web of challenges, principals can still manage to control the "weather" inside their schools, writes Tamara McWilliams.
PAGE 23 - Commentary
Leading a parochial school demands an engaged focus on students' sense of community and character, says Habeeb Quadri.
PAGE 28 - Commentary
The No Child Left Behind Act has had an impact on principalship, writes Harvard Graduate School of Education's Deborah Jewell-Sherman.
The Harvard Graduate School of Education's Mary Grassa O'Neill shares recommendations for keeping principals in their jobs.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Atlantic Philanthropies, the Bill & Melinda Gates Foundation, the California Endowment, Carnegie Corporation of New York, the GE Foundation, the William and Flora Hewlett Foundation, the HOPE Foundation, the Jack Kent Cooke Foundation, the Joyce Foundation, the Lumina Foundation, the MetLife Foundation, the Charles Stewart Mott Foundation, the NoVo Foundation, the Noyce Foundation, the Panasonic 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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