National PTA President Otha Thornton discusses why his organization supports the Common Core, dispelling myths and sharing resources to help parents learn more and support successful implementation of the standards.
Dr. Maria Ferguson recently addressed the topic of failure in a column written for the December issue of the Kappan, a PDK publication. In it, she pointed out that many education leaders and policy makers are unwilling to accept that some amount of failure is predictable and that there are lessons to be learned from failure. It reminded me of the saying, if at first you don’t succeed, then try, try again. We set lofty goals in education; Dr. Ferguson highlights the goal of 90% graduation rate under the Clinton administration, with the target date of the year 2000. There was also the objective set out under No Child Left Behind (NCLB), 100% proficiency by 2013-2014.
Our graduation rate is increasing, but we’re well past 2000. NCLB failed to produce the results we desired. Did we really believe our education system was prepared to accomplish those ends within the timeframe we prescribed? If we set ourselves up for failure, it is no wonder that we find ourselves falling short. But then, what do we learn from these repeated failures? ...
By Soeren Palumbo, Co-Founder, SO College and the Spread the Word to End the Word Campaign
Special Olympics Project UNIFY has a transition program called SO College, which aims to bring together college students and individuals with intellectual disabilities to create a campus and community of inclusion and acceptance.
Outlined against a blue-gray November sky in the beating heart of the Southeastern Conference, two teams took to a Tuscaloosa field Saturday. The brass echoes of Yea Alabama faded with the cheers of the crowd, fans and band drawing breath in anticipation. Before them, crimson red met royal purple in athletic tableau.
Here, college football is a civic – if not always civil – religion. “Roll Tide” and “Geaux Tigers” are more than team cheers; they are salutations, exclamations, sometimes even punctuations. There are no moral victories here. Athletic competition of young men and women, joined by the collective will of aptly-termed “fan nations,” determine the bragging rights of the coming winter, spring, and summer. ...
By Jill Cook, Assistant Director, American School Counselor Association (ASCA)
Robin Zorn believes school counselors can make a difference in students’ lives, and she goes out of her way to prove it.
It’s this belief that informs her work every day at Dr. M.H. Mason Jr. Elementary School in Duluth, GA, and her advocacy work at the district and state level. Her efforts were recognized last week when the American School Counselor Association named her the 2014 School Counselor of the Year.
Robin and the six previous winners of the award exemplify the work school counselors across the country do to increase academic achievement while promoting students’ personal/social development and career needs. Since she became a school counselor in 1999, the profession has undergone a transformation from being reactive to proactive and from ancillary to a critical cog in overall school improvement.
This transformation is due largely to the ASCA National Model, which was published in 2003 and provides a framework for school counseling programs so they are comprehensive in scope, preventive in design and developmental in ...
Earlier this week, the Organisation for Economic Cooperation and Development (OECD) released the results of the 2012 Programme for International Assessment (PISA). As predicted, the results show little change in the performance of U.S. students since the assessment was last administered in 2009.
While much of the media coverage of the release focused on PISA’s ranking of education systems, with the U.S. remaining below many international peers in performance in mathematics, reading and science, the education community responded differently, focusing not on numerical results but on the lessons we can learn from OECD’s research on the policies and practices that high-performing nations use in successful efforts to improve student achievement – policies and practices that suggest a strategy for education reform that is much different than the one that we as a nation have been operating under for more than a decade.
As American Federation of Teachers (AFT) President Randi Weingarten said in a statement, “none of the top-tier countries, nor any of those that have made great leaps in student performance, like Poland and Germany, has a fixation on testing ...
The Learning First Alliance (LFA), a partnership of leading education organizations representing more than 10 million parents, educators and policymakers, has released the following statement:
Today, the Organisation for Economic Co-operation and Development (OECD) released the latest results from the Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in the United States and approximately seventy countries and economies worldwide.
It is vital that parents, educators, policymakers and other education stakeholders view these results in context. While the ranking of the United States is disappointing and reflects little change in how our nation’s students are performing relative to their peers around the world, this ranking is only one indicator of student achievement. Other measures show significant improvement in the performance of U.S. schools in recent years. The U.S. estimated on-time graduation rate has improved dramatically since 2000 – the first year of PISA. In addition, on the Trends in International Mathematics and Science Study (TIMSS), U.S. 4th and 8th graders made significant gains in math scores between 1995 and 2011.
We would also like to remind stakeholders that there is valuable information in the PISA report beyond the rankings that we should not ignore, including the results of OECD research on the policies and practices that high-performing nations use ...
I remember it like it was yesterday. Three girls driving home from a night of studying at the library. A shortcut down a hill behind the hospital. Probably laughing, definitely driving too fast. A train stalled at the crossing at the foot of the hill. And a crash.
Before I got to school the next morning, I already knew what had happened. We didn’t need social media; we had telephones and friends, and the news spread quickly.
Quiet filled the school hallways that day. The boys who had been dating those three girls and other boys who knew them well wore dark sunglasses all day; the girls just cried openly and often. Everybody seemed nicer that day. Some teachers still tried to teach, but most of the teachers and coaches let us interrupt their plans for the day so we could talk about our shock, our grief, our fear. They consoled us, and they let us see their own feelings of loss. Mostly from that day, I remember feeling how much those teachers loved each of us.
The high school closed on the day of the funerals. The churches and the families cooperated so all three funerals occurred on the same day, one right after the other, and we trudged from church to church to church, a long parade of grief. Exhausting but cathartic.
I’ve come to believe that there’s no such thing as an innocent bystander when it comes to tragedy in a school community or the grief that follows, whether it is the massive horrifying murders in places like Newtown or the much more common losses that schools experience almost every year. Everyone gets swept up in it because ...
My Learning First Alliance (LFA) colleagues and I have been giving quite a bit of attention to the impending release of the latest results from the Organisaton for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA), which tests literacy, math, and science in 15 year-olds every three years. The United States has been humbled by past results that place us somewhere past number 20 in rankings of proficiency. We’re expecting that this year’s results will not show improvement and, as national leadership groups, have been strategizing how to respond on behalf of the educators and stakeholders we represent.
I’ve been thinking lately that perhaps there are lessons to be learned from international comparisons that we’re missing. A few random thoughts follow:
- In the past we, as Americans, were quite convinced that we were superior to others around the globe. Now we know we’re not.
- Because we, as a country, have been blessed with abundant natural resources, two friendly neighboring countries, and the security of the protective boundary of two large oceans, we’ve believed that
The OECD has released the latest Programme for International Student Assessment (PISA) results. Visit our collection of resources to help you interpret them in context.
By Lisa Sharma Creighton, Senior Program Coordinator, Nutrition, Hunger and Physical Activity, NEA Health Information Network
With Thanksgiving just a couple days away, now is the perfect time to start planning for a healthy and happy holiday. To help you get organized, we rounded up our favorite healthy Thanksgiving tips, like involving kids in cooking nutritious dishes, getting the whole family moving before and after the meal, and more:
Involve kids in cooking the Thanksgiving meal
Parents can bring kids grocery shopping (extra credit: consider using a pedometer to measure steps), and then have them help with easy meal prep, like washing vegetables or measuring dry ingredients. Cooking together can be a great time to reinforce healthy eating habits and show children first-hand how nutritious dishes can be very delicious. Here are a couple of our favorite nutritious holiday recipes: ...
By Sherri Wilson, Senior Manager of Family and Community Engagement, National PTA
This week, one of our state PTA leaders contacted the National PTA office to ask for a simple definition of family engagement. This reminded me of one of the biggest challenges in this field: the lack of a common definition. Many people I worked with in the past defined family engagement as how many parents attended school events or volunteered in the school building. This type of “head count parent involvement” used to be the norm. Fortunately, a large body of research has opened our eyes!
We now know that the things families do at home with their children have the biggest impact on how well children do in school. It’s great if families can come to school and participate, and I hope that all of them do, but they can still be engaged even ...
A VISION FOR GREAT SCHOOLS
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