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School discipline policies often promote a zero tolerance approach that disproportionately, and negatively, affects minority children. Pushing students out of the building for behavioral infractions is not the answer; instead, policies should prioritize programs and actions that create safe environments for students to learn and thrive. Zero tolerance is easy, but it is not a real solution because it actually funnels many students towards the cracks, letting them fall through with little ability to pull them back. Yet many schools lack comprehensive alternative courses of action. Schools and states need to revise their approach to school discipline if they truly wish to leave no child behind. ...

As someone who has advocated for the appropriate use of new and emerging technologies for teaching, learning, and district operations in America’s public schools for more than 25 years, the 2014 Digital Learning Day celebration gives me much to reflect on. In many ways the classroom practices and district operations being showcased engender optimism for the lens they offer into how far we’ve come in enlarging the pool of innovative educators leading exciting learning experiences for their students.  But in other ways, the issues, challenges, barriers, and conversation have remained the same for more than two decades.  A few examples— ...

By Nora Carr, APR, President, National School Public Relations Association (NSPRA) and Chief of Staff, Guilford County Schools, Greensboro, NC*

With child poverty rising nationwide and public education under constant attack, working in school public relations can get discouraging. Then something comes along that reminds us why we do what we do. Sometimes it’s a photograph; sometimes it’s a story. It may be an event, film clip, quote, poem, or even a news segment.

In Joplin, MO, it’s a young boy experiencing his brand new school in what once was a storm ravaged community, exclaiming: “It feels like happiness.” And, it’s a visionary superintendent who kept pushing for a “bigger, better” Joplin when many felt a more modest standard would suffice. 

In Jamestown, NC, it’s a school hosting a parade and surprise party for a 97-year-old volunteer who found new purpose helping medically fragile children. And it’s every news outlet in town coming out to cheer everyone on, the look of pure joy radiating from every crevice on the volunteer’s face as he hugs one of his kids.

In Haughton, LA, it’s a teenager who wows the crowd as part of the team’s color guard, twirling flags with precision to the beat of music she can’t hear. And, it’s her determination to pursue a position on the flag team in college, and the public school that made her inclusive education possible.

In Sanger, CA, it’s a young girl who arrives from Mexico at age five not speaking any English and then graduates as her high school’s valedictorian, despite working nearly fulltime as ...

The latest release of international test results has once again stirred the controversy of whether or not American students can successfully compete academically in a global context. Before we condemn our educational system, however, we must first understand exactly what the Program for International Student Assessment (PISA) reveals about student performance and whether a fair comparison can be made between American 15-year-olds and those in other countries.

Between 2009 and 2013, the performance of American students on PISA did not change. Overall, U.S. teens were found to be very good at basic tasks, but they fell short when engaging in critical thinking and deeper learning. PISA also shows that even though the United States has slightly closed the achievement gap for poor or disadvantaged children, the U.S. gap is still much larger than in most top-performing countries. (These findings are consistent with previous results on state summative assessments and the National Assessment of Educational Progress.) Further, the PISA analysis suggests that schools should focus more attention on developing students’ analytical skills in concert with state summative assessments. It also speaks to the need for more equitable distribution of ...

By Kwok-Sze Wong, Ed.D, Executive Director, American School Counselor Association (ASCA)

Like millions of immigrants, my parents came to America with the hope that their children would have better lives than they themselves had. The very foundation of the American Dream is the belief that people can be upwardly mobile despite their parents’ social and economic standing. Although many immigrant and low-income families struggle, those of us in the margins always believed we had the opportunity to join the middle class. Sadly, this is increasingly less true.

The United States continues to have the world’s largest gross domestic product (GDP) and more millionaires and billionaires than any other country. Unfortunately, the number of people living in poverty in the United States is also among the highest in world. The wealth gap has been steadily growing for more than a decade as the middle class continues to decline.

President Obama has called income inequality “the defining challenge of our time.” Although some conservative politicians contend there is no inequality, people on both sides of the political aisle agree on one factor crucial for improving Americans lives and mobility: education. ...

Each month during the 2014 calendar year, the Learning First Alliance will be highlighting our members’ expertise and resources around the implementation of the Common Core State Standards. This month, we spoke to a team of individuals at Learning Forward (formerly the National Staff Development Council) to showcase professional learning and its critical role in helping teachers across the country transition to teaching in new and different ways to meet the new standards.

Professional learning has always been an integral component of strong learning systems, allowing teachers to grow and evolve their methods of instruction in response to student learning. It also allows teachers to use student data to guide their practice. Strong professional learning practices guide the implementation of any standards and changes in classrooms, and in light of the rapid rollout of Common Core, they will, once again, be essential. Learn more about professional learning and how it supports teachers and students alike by reading our conversation with Learning Forward Senior Consultant Joellen Killion. Special thanks to Dale Hair, Victoria Duff and Deborah Childs-Bowen from Learning Forward for their expertise in developing the interview content and structure.

Public Schools Insights (PSI): What does the general public need to know about professional learning and its role in implementing the Common Core State Standards or other learning initiatives?

Joellen Killion: Professional learning is the means for developing and expanding educators’ knowledge, skills, and practices. Because the new content standards increase expectations for students both in terms of depth of content and application of content, educators need to refine their instructional practices to ensure that all students achieve the standards and leave school college and career ready. Any new initiative, such as Common Core, a new evaluation system, or any other reform, depends on the capacity of educators to implement it. Professional learning is the primary strategy available to every school to support continuous educator development. Yet not all ...

By Jamila Goodman, Program Coordinator, NEA Health Information Network

Did you know that adolescents are more likely than young adults to become dependent on prescription medication?  The Office of National Drug Control Policy calls prescription drug abuse “the Nation’s fastest growing drug problem.” The U.S. Centers for Disease Control and Prevention (CDC) has classified prescription drug abuse as an epidemic. The problem of prescription drug abuse and misuse is particularly alarming among young people. ...

By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association

Next week (Jan. 27-31) is National School Choice Week, a campaign whose sponsors include proponents of vouchers, charters, magnets and other schools, though the real focus is on vouchers. When it comes to school choice and vouchers at AASA, we are deeply committed to supporting and strengthening the nation’s public schools, and have an absolute belief that public dollars are for public schools and equally strong opposition to vouchers.

We are very engaged in advocacy efforts to oppose federal education policy supporting vouchers. AASA is involved with the National Coalition for Public Education, a coalition of more than 50 education, civic, civil rights and religious organizations. NCPE brings these groups together in their common belief that maintaining strong public schools, which are open and nondiscriminatory in their acceptance of all students, is essential to preserving critical American values and ensuring our nation’s ...

Earlier this month, we at the Learning First Alliance were pleased to welcome our newest member, Parents for Public Schools (PPS). As we work to advance public education nationwide, we recognize the important voice that this organization – and those it represents – brings to the school improvement conversation.

PPS has local chapters throughout the country that work to elevate the role of parents in public schools from passive consumers to active participants. The organization helps accomplish its mission through strategies and programs that educate, engage and mobilize parents. Through its ongoing work, PPS’ parents help raise standards, solve problems and advocate for their community.

Parents for Public Schools Executive Director Anne Foster recently took the time to tell us more about the organization.

Public School Insights (PSI): What is Parents for Public Schools?

Foster: Parents for Public Schools (PPS) is a national organization of community-based chapters working to strengthen public schools by engaging, educating and mobilizing parents.

PSI: Why was the organization formed?

Foster: Parents for Public Schools was started in 1989 in Jackson, Mississippi, by a group of parents. They were committed to supporting public schools and challenging the entire community to do so as well. They were convinced that parents could positively impact public schools, and one of their first acts was to help pass ...

By Joellen Killion, Senior Advisor, Learning Forward

States and districts are deep into the implementation of their educator evaluation systems. The backbone of these programs includes competent, skillful evaluators; high and explicit performance standards; constructive feedback; and individually focused professional learning aligned to individual areas for improvement. Individually focused professional learning holds both potential promises and pitfalls.

Among the promises is the opportunity to personalize learning to address the unique needs of each educator. Well-designed and developed systems provide access to a suite of differentiated professional learning opportunities and support to change practice. The ability to meet this promise depends on a rich educator development system that uses educator, student, and system data to establish individual improvement goals. This system must also identify and make available learning opportunities aligned with all performance standards and indicators, appropriate to all grade levels, disciplines, roles, and school and district contexts within which educators work. Such a system holds the individual educator responsible for his or her own growth, development, and results.

Individually focused professional learning, while addressing individual learning needs, has potential pitfalls. First, it may contribute to less collaboration and greater fragmentation among educators within a school community as ...

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