Join the conversation

...about what is working in our public schools.

The Public School Insights Blog

Today, the Learning First Alliance - a partnership of leading education organizations dedicated to improving student learning in America's public schools - called on policy makers to allow more time for the formal implementation of Common Core State Standards (CCSS) to ensure the required instructional alignment and supports necessary for meaningful college- and career-ready standards, prior to tying high-stakes consequences to CCSS testing.

To help facilitate the identification and sharing of best and promising practice on CCSS implementation, we also announced a new website that will serve as a home for implementation success stories. These stories can serve as a guide to help policy makers and educators construct a timeline and execution plan based on what is necessary to implement the standards in classrooms and communities across the nation. ...

Dr. Terry Holliday, Kentucky’s state commissioner of education, shares the power of engaging educators early and throughout the implementation process and the role Kentucky teachers played in unpacking the standards and building great new state assessments.

Download as MP3

Additional Resources

Dayna Richardson, chair of the Kansas Learning First Alliance, talks about her organization’s role in communicating the need for new standards, deliberately taking implementation one step at a time and the value of multiple measures of success.

Download as MP3

Additional Resources

Dr. Terri Hodges, the president of the Delaware PTA, discusses the importance of proper planning, a collaborative process and the need for the separation of the standards and the tests to ensure progress. In Delaware, parents played a key role in implementation, a process that has taken more than three years.

Download as MP3

Additional Resources

By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)

Fifty years ago, President Lyndon B. Johnson stood before Congress and the nation and declared an “unconditional” war on poverty in America. His Economic Opportunity Act promised a better life to those living “on the outskirts of hope,” and at the heart of that promise was education.

Sadly, the decades since have produced an even greater gulf between rich and poor, between the haves and the have-nots, between the well-educated and the poorly educated. And the hardest-hit victims of this failure to eradicate poverty are our nation’s children.

A 2013 Educational Testing Service (ETS) report, Poverty and Education: Finding the Way Forward, clarifies just how widespread and damaging the condition of poverty is for children. It reminds us that in addition to communities where generational poverty is baked into the culture, there is a fresh class of situational poor, casualties of the new century’s housing and employment downturns.

The report reveals that 22 percent, or one-fifth, of American children are living in poverty, and 2.8 million of those live in “extreme poverty” on less than $2 a day. The report also reiterates that poverty engenders numerous related disadvantages, including growing up in single-parent homes, being exposed to toxins that lead to health issues, food insecurity, and ...

Technology can be a powerful tool for change, but in the excitement of doing something new, important planning aspects may fall by the wayside. In order to support long-term success and systemic change, technological integration benefits from piloting, community buy-in, visionary and consistent leadership, and a diligence to build on successes over time.  Vail School District in Vail, Arizona exemplifies these attributes, and the district staff is proud of the collaborative culture they’ve created. As they put it, they do the hard work of getting along, and they’ve established a strong foundation for their relentless pursuit of innovative practices that support student achievement and learning in the 21st century.  ...

By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)

The teaching profession is well known for losing almost 50% of its novices in the first 5 years. This churn is concentrated in high-need schools, which have a hard time attracting teachers in the first place. Not only does this “revolving door” phenomenon increase the chance that students with the greatest educational needs will be taught by an inexperienced teacher, but it is also financially costly in recruitment, staffing, and induction burdens.

Why can’t we find a better way to staff high-need schools? If we could reduce the churn of novice teachers, even by 30%, how might that positively impact student achievement—and reallocate the financial savings for learning needs?

These questions are hardly new, but it is high time they are addressed. We cannot still be asking the same questions 20 years from now.

Of course, educator preparation programs cannot address these critical issues alone, but AACTE members are eager to collaborate across the professional community to get started. Not only do we have a moral imperative to improve students’ experience in schools, but our graduates also deserve to work in supportive environments that are ...

By Anne Foster, Executive Director, Parents for Public Schools (PPS)

The story out of Uintah Elementary School in the Salt Lake City School District grabbed more than few hearts recently. Children going through the lunch line whose accounts were low had their lunches taken away.  Some thirty to forty students were impacted. They were given fruit and milk, and the confiscated lunches were thrown away. The district said it had started notifying parents about the accounts earlier in the week, but some parents said they had not been contacted.

It’s difficult and painful to see this happen in a public school in America. We believe, and most of the time we’re right, that public school teachers and officials who teach and care for our children every day are kind and that they use good judgment and common sense when they dispense that kindness. It’s hard to square that with what happened in Utah. The district has since apologized and corrected the problem. Surrounding districts were quick to point out how they deal with this issue – by working with parents individually and by giving parents the ability to pay on their mobile devices. Various stories and actions have followed this story. One was a heartwarming story of a man in Houston who ...

By Joanna Schimizzi, American Federation of Teachers member and National Board Certified Biology teacher at Butler High School in Charlotte Mecklenburg Schools

Those who can’t do… teach??? Undoubtedly, teachers would disagree with this, but sometimes it can feel like what we teach is pretty far from the actual practice of our content areas. Is what I’m teaching actually helping my students become scientists?

Since implementing the Common Core State Standards (CCSS) in my classroom 2012, I’ve gradually changed what my high school science students read and how they engage with the concepts these texts present to them. After only two years, the feedback I receive from my former students is very encouraging. Now university students, the first group says they feel more prepared for college-level classes and more committed to pursuing science careers. Kayla McGuire, a sophomore at the University of North Carolina, says, “All we do at college is read papers and discuss them the next day. While I didn’t try my hardest in your class, it was the class that prepared me the most.”

For me, the huge lever was incorporating primary source academic papers into my classes. While I might not be “doing” the experiments in these papers, I can help my students build knowledge using the direct findings. I had tried to do this before, but with much simpler articles from ...

By Libby Nealis, Behavioral Health Consultant, NEA Health Information Network

, NEA Health Information Network

When suicide is the third leading cause of death among youth as young as 10 through age 19, it is crucial that our school districts have proactive suicide prevention policies in place.

Anytime we lose a young person to suicide is one time too many.  Tragically, most of today’s school shootings end not only in injury and death of innocent students and school staff, but also in the ultimate self-inflicted gun shots and suicide of the perpetrators of these violent events.  Therefore, our efforts to reduce school and community violence and ensure student and staff safety in our schools must also include an understanding of suicide prevention and what is involved in the identification and referral of students at risk of suicide.  ...

NEA strongly encourages members to include suicide prevention, alertness, and intervention and postvention programs in the ongoing professional development and educator preparation programs for teachers, education support professionals, and
Syndicate content