From article: "Pittsburgh Public’s decision to join those states in offering the course brings Pennsylvania’s second largest school district “in line with … these other places that are really trying to develop curriculum that really honors their students’ identities,” Wayne Au, a dean and professor in the University of Washington Bothell’s School of Educational Studies, said. But while the movement has been years in the making, it hasn’t been without pushback." and “Ethnic studies courses challenge white supremacy, they challenge settler colonialism,” Mr. Au said. “They challenge privileges due to power and status within the society and any time you have that, then those who have privilege and power will push back on it in various forms. We're seeing that everywhere there's been ethnic studies.” along with "For high schoolers, the ethnic studies course will heavily focus on those of African, Asian, Indigenous and Latino descent. It will also include populations represented at Pittsburgh Public, where students come from 57 counties and speak 95 different languages. Of the district’s student body, 52% are Black, 31% are white and 9% are multi-racial. And the course will highlight several themes of study including power and oppression, joy and resilience, social movement and resistance, human movement and interactions, and contributions and expressions over various time periods throughout history, although the emphasis will be on the 2000s to present day. Because some of the content will be difficult to learn, Ms. Fillmore said, officials are focusing on psychological safety in the classroom. “It’s important that that is established in order to be able to dig into the content of an ethnic studies course,” Ms. Fillmore said. https://lnkd.in/g_4H9dun #socialstudies #ethnicstudies #curriculum #pennsylvania #pittsburgh
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Chicago Public Schools (CPS) have seen significant positive outcomes in their implementation of #restorativepractices #restorativejustice What we at CSC found compelling: - The positive outcomes were NOT because of “mechanical” changes, like a simple change to their discipline response or code of conduct. The robust use of Restorative Practices was the driver of positive outcomes. - Equally important, the reduction in suspensions did NOT result in increased in-school-suspension, classroom disruption, or poorer academic performance. The University of Chicago Education Lab evaluated outcomes across 239 schools within CPS starting before implementation in 2008 through the end of 2018. What they found: - 18% decrease in Out of School Suspensions without an increase in the use of In School Suspensions - 35% reduction in student arrests in school - 15% reduction in student arrests outside of school - Improvement in student-reported perceptions of school climate, including items related to classroom behavior of peers, psychological sense of school membership, student-teacher trust, and school safety. - Students enrolled in RP adopting schools are less likely to exit the CPS system You can read more about their successes here: https://lnkd.in/e7MF7X4w Does your team want to explore adopting RP at your district or school? We're happy to meet with your leadership team to provide a brief overview of RP. Or, join the Hour Huddle on Friday April 5th at 12pm ET to get an overview of RP. Register here: https://lnkd.in/ekSX4zgV
UChicago Education Lab - From Retributive to Restorative: An Alternative Approach to Justice
https://www.youtube.com/
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Leader in k-12 Restorative Practices Training & Implementation, Behavior Support Systems & Interventions & Trauma- Informed School Culture
Chicago Public Schools (CPS) have seen significant positive outcomes in their implementation of #restorativepractices #restorativejustice What we at CSC found compelling: - The positive outcomes were NOT because of “mechanical” changes, like a simple change to their discipline response or code of conduct. The robust use of Restorative Practices was the driver of positive outcomes. - Equally important, the reduction in suspensions did NOT result in increased in-school-suspension, classroom disruption, or poorer academic performance. The University of Chicago Education Lab evaluated outcomes across 239 schools within CPS starting before implementation in 2008 through the end of 2018. What they found: - 18% decrease in Out of School Suspensions without an increase in the use of In School Suspensions - 35% reduction in student arrests in school - 15% reduction in student arrests outside of school - Improvement in student-reported perceptions of school climate, including items related to classroom behavior of peers, psychological sense of school membership, student-teacher trust, and school safety. - Students enrolled in RP adopting schools are less likely to exit the CPS system You can read more about their successes here: https://lnkd.in/e7MF7X4w Does your team want to explore adopting RP at your district or school? We're happy to meet with your leadership team to provide a brief overview of RP. Or, join the Hour Huddle on Friday April 5th at 12pm ET to get an overview of RP. Register here: https://lnkd.in/ekSX4zgV
UChicago Education Lab - From Retributive to Restorative: An Alternative Approach to Justice
https://www.youtube.com/
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Chicago Public Schools (CPS) have seen significant positive outcomes in their implementation of #restorativepractices #restorativejustice What we at CSC found compelling: - The positive outcomes were NOT because of “mechanical” changes, like a simple change to their discipline response or code of conduct. The robust use of Restorative Practices was the driver of positive outcomes. - Equally important, the reduction in suspensions did NOT result in increased in-school-suspension, classroom disruption, or poorer academic performance. The University of Chicago Education Lab evaluated outcomes across 239 schools within CPS starting before implementation in 2008 through the end of 2018. What they found: - 18% decrease in Out of School Suspensions without an increase in the use of In School Suspensions - 35% reduction in student arrests in school - 15% reduction in student arrests outside of school - Improvement in student-reported perceptions of school climate, including items related to classroom behavior of peers, psychological sense of school membership, student-teacher trust, and school safety. - Students enrolled in RP adopting schools are less likely to exit the CPS system You can read more about their successes here: https://lnkd.in/e7MF7X4w Does your team want to explore adopting RP at your district or school? We're happy to meet with your leadership team to provide a brief overview of RP. Or, join the Hour Huddle on Friday April 5th at 12pm ET to get an overview of RP. Register here: https://lnkd.in/ekSX4zgV
UChicago Education Lab - From Retributive to Restorative: An Alternative Approach to Justice
https://www.youtube.com/
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Helping K-12 school leaders to improve the climate of their schools using the science of Self-Determination Theory.
No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.
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Helping K-12 school leaders to improve the climate of their schools using the science of Self-Determination Theory.
No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.
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Helping K-12 school leaders to improve the climate of their schools using the science of Self-Determination Theory.
No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.
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Helping K-12 school leaders to improve the climate of their schools using the science of Self-Determination Theory.
No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.
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Helping K-12 school leaders to improve the climate of their schools using the science of Self-Determination Theory.
No meaningful systemic changes have occurred in the American public school system since at least 1890, despite both persistent complaints and repeated reform efforts. Trivial surface features have changed, such as classroom furniture and teaching technologies, but not the central core of schooling that matters the most for educating children, according to historian Larry Cuban. I think the same is true in mainstream schools everywhere in the world. Sources: Cuban, L., (1993). How Teacher’s Taught: Constancy and Change in American Classrooms 1890-1990, Second Edition. New York, NY: Teacher’s College Press. Cuban, L. (2021). Confessions of a School Reformer. Harvard Education Press.
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Financial Literacy Advocate Helping You Build a Stronger Financial Future
A LOSE LOSE PUBLIC SCHOOL SYSTEM! While graduation rates have climbed steadily over the past twenty years, indicators of actual student achievement have stagnated or declined, leaving only a minority of graduates prepared for college-level studies and the rest largely unprepared for anything else. An accountability system that focuses only on measurable outcomes has produced a utilitarian, “anything goes” approach to education. This system suppresses the kind of moral and philosophical discourse needed to correct the flawed ideas and immoral practices. We need a system that holds administrators accountable. To restore a public school culture in which teachers are allowed to care for the long-term welfare of their students rather than the short-term school ratings, we must invert the moral inversion.
Why Teachers Are Fleeing Public Schools | Jeremy Noonan
firstthings.com
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Nonprofit Strategy | Project Management | Technical Communication | Educational Equity
Love this report by Peg Tyre on strategies to expand access to advanced programs! Some of the approaches I especially appreciate: rejecting a scarcity mindset for advanced learning, giving students support (rather than assuming those with potential are OK on their own), expanding enrichment beyond advanced learners, involving and communicating with families and the community.
Conflicts over how to serve advanced learners have sparked headlines and lawsuits. Yet millions of capable students remain underserved. In our latest report, Peg Tyre profiles forward-thinking states and districts that are making advanced education more equitable and accessible while still offering much-needed academic rigor. From universal screening in North Carolina and college courses for middle-schoolers in southwest Arizona, to expanding access to advanced learning in big school districts like New York City and Montgomery County, MD, the report provides valuable lessons for policymakers nationwide. https://lnkd.in/gNQc5Dyt
Excellence with Equity: The Case for Rethinking Gifted Education
https://www.future-ed.org
