Collaboration and teacher-led decisions about the curriculum are helping students in an Oregon school district rise to the challenge of a tougher math curriculum aligned with the Common Core State Standards. The district’s math teachers say the key is to get students talking about math in class.
Full Story: The Oregonian (Portland)
Programs that address poverty — such as food stamps, insurance and tax credits — also improve students’ academic performance, graduation rates and likelihood of enrolling in college, according to a review of more than 20 studies. One recent study, for example, showed that teens from poorer families scored higher on assessments and were more likely to graduate college if their families received a low-income tax credit.
Full Story: Chalkbeat
Collaborative group work may help support students’ individual needs, according to a study of about 900 high-school students by the American Institutes for Research. Kristina Zeiser, a senior researcher at AIR, said their findings show that students who experienced more collaboration also “experienced a greater degree of personalization in their learning.”
Full Story: The Hechinger Report
Professionals who have worked in science, technology, engineering and math fields say their elementary schools played a big role in exposing them to the subjects, according to a recent survey by littleBits and YouGov. The survey found, however, that girls were less likely to remember studying STEM concepts in elementary school.
Full Story: eSchool News
Fred Rogers’ “Mister Rogers’ Neighborhood” offers a model for social and emotional learning, some educators and experts say. Melissa Schlinger, a vice president of the Collaborative for Academic, Social, and Emotional Learning, says “Mister Rogers” was unafraid to discuss emotions, while Peter DeWitt, an author and former principal, says the idea that students should have a voice was validated by the show.
Full Story: District Administration magazine online
Audrey Altmann is an editorial assistant at SmartBrief.
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