|
Forbes by Linda Darling-Hammond | If we genuinely want to ensure safer schools, we should follow the evidence about what works, rather than jeopardizing more lives with more guns where they clearly do not belong.
|
EdWeek by Denisa R. Superville | Principal preparation and professional development programs have improved in recent decades, but principals still report a lack of access to critical training. “We did see a lot of changes in principal preparation over the last 10 or 15 years,” Linda Darling-Hammond told EdWeek. “That is part of the good news. And nationally, across the states, more principals [have access] to more of the key topics they should be learning about, in terms of how children grow and learn and how to organize a productive school environment.”
|
Following the school shooting in Uvalde, TX, there have, once again, been calls for armed teachers or security officers in schools. But research shows that more guns don’t make schools safer. Instead, there are three evidence-based strategies for increasing school safety: gun controls, reporting of warning signs, and school-based social-emotional and mental health supports.
Lorea MartínezLaura E. HernándezMarisa SaundersLisa Flook
|
Social Justice Humanitas Academy is a teacher-led community school that advances student learning and development through its mission to support students on their journeys toward self-actualization, social justice, and postsecondary success. It maintains a supportive and inclusive learning environment, engages students in social and emotional development and student-centered pedagogical strategies, and provides access to integrated systems of supports.
|
Capital & Main by Laura Impellizzeri | Community schools have partnerships in place that allowed them to respond to the needs of students and families when the pandemic hit. This Capital & Main interview with Anna Maier explores the community school approach to advancing equity for students.
|
Because performance assessments surface examples of how students use their academic and nonacademic learning in authentic situations, they can help admission officers at higher education institutions more fully understand applicants. But a college’s abilities to effectively use reliable evidence of student learning in the admission process depends on how they frame the “ask” for these materials.
|
More than 5 million children in the United States are living in deep poverty. Researchers suggest that deep poverty-responsive schools—for instance, schools funded according to fair school finance formulas, designed around community schools principles, and centered on whole child teaching and learning—can address the full range of children’s needs and help heal trauma associated with living in deep poverty.
|
Education should provide opportunities for every student to learn and thrive, but the current U.S. system often falls short. Research from the science of learning and development points to whole child education as a method to transform systems to provide high-quality learning for all students. The Whole Child Policy Toolkit can help state policymakers and education leaders advance whole child policy and support schools, districts, and communities to meet the needs of every child efficiently, effectively, and equitably.
|
More than 5 million children in the United States are living in deep poverty, but their economic circumstances do not have to determine their life chances. By leveraging three key strategies—funding adequacy and equity, community schools and partnerships, and a whole child teaching and learning culture—schools and school systems can mitigate the impact of poverty on student success and well-being.
|
Teacher shortages were a concern in the United States even before the pandemic, but, since the pandemic hit the country, they have become even more widespread. Experts discuss this concern and how it can be addressed in this Congressional hearing of the Labor, Health and Human Services, Education, and Related Agencies subcommittee.
