A new report by LFA and Grunwald Associates, with support from AT&T, examines how parents perceive the value of mobile devices, how they see their children using mobiles, and what they think of the possibilities for mobile learning.
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Blog Entries
Yesterday I spent the morning at Viers Mill Elementary School In Maryland. You might know the school. President Obama paid it an unexpected visit a couple of weeks ago. If ever you want to renew your spirits in these dismal days, visit a school like Viers Mill. Those teachers and kids knocked my socks off.
We've published a lot of public school success stories on this website. But it's another thing altogether to see one of these schools in action. The school is certainly impressive on paper. Almost half the students are still learning English. Most are from low-income families. And almost all students score proficient or better on Maryland state assessments.
But come to Viers Mill, and you'll see enthusiastic children, a passionate staff, gleaming hallways festooned with student work. You'll see teachers collaborating with each other--and other school staff--to meet individual students' needs. You'll see a school that has made itself a national exemplar without firing its staff or ...
Many educators speak at a frequency inaudible to pundits' ears. Perhaps that's why pundits almost always prefer broad, simple solutions to the nitty-gritty processes of improving schools.
The venerable education pundit Jay Mathews recently exhibited this tendency in his review of a book about the success of Montgomery County Maryland. Leading for Equity, he opines, is all about process, and process is too often ponderous, impenetrable and uninspiring. For Mathews, exhibit A is the cryptic set of lessons the book outlines in its first chapter. For example: "Implementing a strategy of common, rigorous standards with differentiated resources and instruction can create excellence and equity for all students." Poetry it's not.
Still, I have to agree with Elena Silva's judgment that Matthews' "critique of the book as too process-oriented is wrong. Process has tripped up many a reform, and understanding what sequence of events and efforts leads to change is key to ...
The last few weeks have brought us six new inspiring stories about successful public schools and districts. Be sure to check them out: ...
Our friends at ASCD's Whole Child Initiative just fired off an email newsletter describing the
astonishing success of Thomas Edison Elementary School in Port Chester, New York. (School success seems to be contagious in Port Chester, whose middle school has won national acclaim for similar strides in the past 10 years.)
Edison owes its achievements to an education approach that addresses the social, physical and academic needs of its largely poor student body. To quote ASCD's newsletter: ...
In a few days, a new and expanded edition of Richard Louv’s best-selling book, Last Child in the Woods, will hit bookstores around the country. Louv’s book has fueled an international movement to combat what he calls “nature deficit disorder,” children’s growing alienation from the natural world. (Louv’s term for the disorder is quickly catching on, turning up in major newspapers, on television, and even in a February cartoon by Bloom County creator Berke Breathed.)
A quotation from our recent telephone interview with Louv elegantly captures the thrust of his argument: “[T]he message we’re sending kids is that nature is in the past and probably doesn’t count anymore, the future’s in electronics, the boogeyman lives in the woods, and playing outdoors is probably illicit and possibly illegal.” ...
Gary Swick has become something of a legend--not only at the Illinois high school where he teaches
science, but also among environmental educators nationwide. A winner of the prestigious Milken Educator Award, Swick regularly gets his students into the field, where they actually help protect the environment while they learn science. In one case, his students' careful observation of conditions at a nearby river prompted a City Council to adopt a construction site erosion control ordinance.
In our interview, Swick listed many benefits of environmental education. Among them: Students become better stewards of the world they inhabit; Reluctant or struggling students become much more engaged in science when they can do authentic work in the field.
Perhaps most important, Swick has turned his high school students into evangelists for the environment. They put on "energy fairs" to carry their message of energy conservation and green living to elementary school children and others across their state. He and his students travel to these fairs in a school bus (they call it a "cool bus") they have reengineered to run on biofuels--which can include grease and other waste from the school kitchen. ...
The April 1st edition of Education Week includes an excellent article on the success of professional learning communities (PLC's) at Adlai E. Stevenson High School in Lincolnshire, Illinois.
The article frequently quotes National Staff Development Council executive director (and Learning First Alliance Board member) Stephanie Hirsh. Hirsh goes so far as to argue that when "you find any high-performing high-poverty school... you will find elements of PLC's.” Many of the success stories on this site bear out her observation.
For more information about Stevenson High School, see this detailed case study. ...
Mimi Bair is the principal of Memorial Middle School in Little Ferry, NJ, and a former staff member at Woodrow Wilson Elementary in Weehawken, where she helped implement an innovative arts-focused curriculum that has helped the school's mostly low-income students outperform students state-wide. (You can find PublicSchoolInsights.org's story on Woodrow Wilson Elementary here.)
Ms. Bair recently shared some of the secrets of her success.
The National Association of Secondary School Principals has released a list of Breakthrough Middle and High Schools for 2008. NASSP and the Metlife Foundation have recognized these schools, all of which serve many poor students, for dramatically improving student achievement. ...
Success Stories
Developing Students to be Good at Something and Good for Something
Story posted May 7, 2009. Results updated November 26, 2012.
Results:
- In 2011, Lindbergh school district improved on its own 2010 state proficiency rates in almost every subject across all but one grade.
- Lindbergh also exceeded the state proficiency rates in every subject across every grade in 2011.
- In 2012, the district graduation rate was 94.8%, up from 84.5% in 2002 and 7% higher than Missouri state's graduation rate.
The Lindbergh School District has always been in the vanguard of character building. When it took its first steps in 1989 to introduce character education in all of its schools, the world was a different place. No cell phones, no laptops, no iPods, no text messages. However, the founding committee had the vision to see that a district-wide espousal of character, with all schools and the community on board, would be the best way to achieve the district’s goal: to develop competent and caring graduates through exceptional programs, services and personnel.
Today, their vision is being realized. As Amy Richards, the coordinator for character education and a 25-year veteran of the Lindbergh district, puts it: “Character now is pervasive in all we do—it’s an integral part of our vision and our mission, our curricular as well as extra-curricular activities, our board policies and annual goal-setting, and our staff’s concept of ...
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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!
