|
Students have more positive and productive math learning experiences in classrooms that provide them with supportive relationships, a strong sense of belonging within the classroom and broader math community, and a firm conviction in their capacity to grow their mathematical abilities through experience and practice.
|
U.S. students rank poorly in global math scores—outdated instruction is to blame. To prepare students for increasingly complex modern times, we must rethink how we teach math.
|
Investments in the community schools strategy have increased in recent years as has the research on major state and district community school initiatives. Findings show that community schools are linked to improved student attendance, achievement, and school climate.
|
States face uncertainty as $6.2 billion in K–12 federal funding remains unreleased. If the U.S. Department of Education doesn’t distribute these funds by July 1, state educational agencies will need plans to help mitigate disruption to essential programs.
Victoria WangMelanie Leung-GagnéHanna MelnickShaakira ParkerMarjorie Wechsler
|
California is expanding universal prekindergarten (UPK) to all 4-year-olds and eligible 3-year-olds. Survey data show that local educational agencies have expanded UPK quickly; however, they continue to face challenges related to UPK facilities, staffing, developmentally appropriate practices, resources, and funding, making continued state investment and targeted support critical for success.
|
Students have more positive and productive math learning experiences in classrooms that provide them with supportive relationships, a strong sense of belonging within the classroom and broader math community, and a firm conviction in their capacity to grow their mathematical abilities through experience and practice.
Be the first to catch the latest from the Learning Policy Institute. Choose from our three newsletters and get fresh publications, expert blogs, event invites, and more delivered straight to your inbox.
