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.
It doesn’t take a degree in psychology to acknowledge that humans are complex beings; how often does a friend, colleague or family member do something you perceive to be simply inexplicable? Given our diverse nature, it should come as no surprise that educating children is not an exact science; each one is unique. Ultimately, they are the result of their background, family and economic circumstances, and life experiences. A student’s potential and capacity for achievement rests with our country’s capacity to recognize and respond to these systemic challenges, perhaps even embrace them, to support the whole child. Consider the following statistics highlighting the challenges our country faces: ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
My daughter, Tori, attended two high schools. Like most of her friends, she was very active. She was in the National Honor Society, the Chinese Honor Society, the marching band, the orchestra, drama productions. She was the class secretary and took Advanced Placement and honors classes. Tori went to a school of engaged, enthusiastic and energetic students.
There is another school, however, existing under the same roof. In this school, students don’t participate in any extracurricular activities. They don’t take a rigorous course load. Students in this school have attendance and disciplinary problems. This is a school of unmotivated, unchallenged and disenfranchised students.
Many students in the second school come from low-income, ethnically and culturally diverse populations. They don’t see themselves in the same world, much less the same school, as their more involved counterparts. The different socioeconomic populations may be physically desegregated, but they were never integrated into one cohesive student body.
Unfortunately, many schools across the country experience this same “one-roof, two-schools” issue. Every school has students who are engaged and those who are apathetic. Often, student involvement and performance is based on ...
By Nora Howley, Manager of Programs, NEA-Health Information Network
It is hard not to turn on the television, flip through the paper, or open the news app on your smart phone without coming across concerns about the health of children around everything from obesity (one third of children are overweight or obese) to prescription drug misuse (almost 21% of high school students report they have taken a prescription drug without a doctor’s script).
Schools can do a number of things to address these concerns. They can provide healthier food, offer more opportunities for physical activity, and create community events to help parents better understand the risks associated with prescription drug misuse and abuse. But regardless of the health problem, one of the most important things that schools can undertake is to have a strong, standards-based health education program. ...
At some point in our education, we learn about the term and concept of multipliers (a third grade concept according to the Common Core State Standards). By one definition, a multiplier is “an instrument or device for multiplying or intensifying some effect.” If you have something positive, or something that is working well in your office or environment, it seems logical if you want to increase or intensify that factor. This math term is applied to the concept of school leadership in a book called The Multiplier Effect, written by Liz Wiseman, Lois Allen and Elise Foster. ...
By Jared Niemeyer
Jared is a Special Olympics Athlete and a member of the Project UNIFY National Youth Activation Committee, and for him, friendship is a blessing that he’ll never take for granted.
Friends are people who care about you, respect you, really listen to you, are thoughtful and do nice things because they want to see you smile, but most of all – you are important to them because you matter! I have some really great friends!
As a Special Olympic athlete I have a lot of friends with intellectual or developmental disabilities. We love doing things together; we care about what happens to each other, we encourage each other and look out for each other. We are friends and enjoy doing things together! Special Olympics has given us the opportunity to experience a lot that some of us would never have had the chance to do. We also play Unified Sports, so many of our teammates are also Unified partners and don’t have disabilities; we are friends and have a lot of fun working and playing together. ...
I cannot begin to count the number of times I hear a statistic related to children and education that causes me to pause and ask additional questions about the context. A troubling number is often just an indicator of a larger problem, which serves as backdrop to help explain how we as a society arrived at this measurement. I recently attended three separate events that collectively reminded me, once again, that we can help all children realize their true potential through collaboration and teamwork across schools, districts and communities. By addressing root causes and individual student needs, we may see students take the lead in their learning, becoming the future leaders of tomorrow, today. ...
We know a great deal about the high school dropout problem. From the research of Robert Balfanz and others, we know where dropouts are likely to come from – the majority attends a small subset of high schools where the graduation rate is 60% or lower. We know who is likely to drop out – the warning signs start as early as first grade, and by middle school they can be defined as the ABCs (attendance problems, behavior problems, and course failure). And we know that there are effective interventions that help retain likely dropouts.
Where we have struggled is in putting together what we know and addressing the issue at scale. But that might be changing. At a May briefing at the US Department of Education on the progress of three Investing in Innovation (i3) grantees, I learned of a promising effort to do so: Diplomas Now. The innovation? Arranging what we know are effective education improvement strategies into a coherent whole.
Based on Balfanz’s research (and he is the program founder), Diplomas Now brings together three national networks – Talent Development, City Year and Communities in Schools – to deliver a comprehensive secondary school turnaround model in high schools where relatively few students graduate.
Utilizing the evidence-based approaches taken by each of the partner organizations, Diplomas Now targets interventions at multiple levels – school, classroom and students. The model: Organize teachers into ...
By Nora Howley, Manager of Programs, NEA-Health Information Network
As we head into summer, all of us at NEA Health Information Network want to talk with you about the things that can help make students and schools safer day in and day out.
And talking WITH is the key – by that I mean that educators can use the summer months to collaborate with other educators about the steps they can take to improve school safety.
Begin with the basics: clean air. We know that educators often deal with unhealthy building conditions, such as mold or poor ventilation. Identify the top environmental concerns in your school and check resources to help determine the best course of action to address them.
Some school employees risk exposure to blood borne pathogens – for example, from a student with a cut finger or a student who needs an injection. Cut that risk with tips from the Red Book. ...
By Clement Coulston and Kaitlyn Smith
Clement Coulston and Kaitlyn Smith are members of the Special Olympics Project UNIFY National Youth Activation Committee. They were recently asked to co-author one of the 11 Practice Briefs, focusing on School Climate and Inclusion.
Often times when society thinks of “valuable contributors” to issues, discussions and insights, the first image that appears in their mind is one of a well-educated and experienced adult; very rarely is that intuition one of a young person. Youth are constantly told and often led to believe that they are “the leaders of tomorrow,” but what about today? Youth are the ones in the schools, collaborating with educators, and hold the power to make a change. ...
Technology is an integral part of life in Washington’s Vancouver Public Schools (VPS), located just north of Portland, Oregon – and it has been for quite some time. They are the only district to host three NSBA Technology Leadership Network (TLN) site visits, the first in 1993, the second in 1999 and now 2013, which I was able to attend.
VPS serves 22,744 students in K-12 and it has 21 elementary schools, six middle schools and five high schools, as well as a school of the arts and Vancouver ITech Preparatory. The district is committed to providing an innovative learning environment for all students and helping them develop knowledge and essential skills so that they will be competent, responsible and compassionate citizens. During our visit to VPS, it was immediately apparent that the teachers, administrators and leaders are determined to serve each child. And while the commitment to the effective use of technology in classrooms is priority, the district also provides extensive supports for students and families. ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!