The 2019-20 school year has just begun and teachers across the U.S., from California to Illinois, are preparing to strike for improved working conditions, wages and student support services. Teacher strikes are difficult for everyone – teachers, administrators, youth, and their families. They are equally difficult for school-based, afterschool programs.

The Cyber Robotics Coding Competition (CRCC) is not about learning a specific block code language, but rather about students gaining confidence in an area they may not necessarily think is within their capabilities. Robin Corbeil, a technology and computer teacher at Litchfield Middle School in New Hampshire, saw that the most with the girls. He thinks they come into the computer class feeling unsure, and they end up being some of his strongest students. In fact, Litchfield MS received CRCC’s Grace Hopper Award for highest female participation.

Fostering the next generation of women in STEM is a process that needs to begin early. Women in STEM Day is a program that is open to females in grades 6-12; the younger the students, the more of an impact in terms of choosing a career. By the time they are ready to graduate from high school, Diana Fagan, biological science professor at Youngstown State University observes, they have often settled on a profession they want to pursue.

Tweenhood, which starts around age nine, is horrifying for a few reasons. For one, the body morphs in weird and scary ways. Certain parts expand faster than others, sometimes so fast that they cause literal growing pains; hair grows in awkward locations, often accompanied by awkward smells. And many kids face new schools and a new set of rules for how to act, both socially and academically.

It has been more than a year since the bipartisan passage of the Strengthening Career and Technical Education for the 21st Century Act of 2018 (Perkins V). All states have to address the recommendation from the Department of Education that states use their plans to “Rethink CTE,” creatively considering the where and when of CTE delivery. Our answer: community partners and the hours after school are a great fit for this type of student-centered and outcomes-driven thinking.

High concentrations of poverty, not racial segregation, entirely account for the racial achievement gap in U.S. schools, a new study finds. The research, released in September, looked at the achievement gap between white students, who tend to have higher scores, and black and Hispanic students, who tend to have lower scores. Researchers with Stanford University wanted to know whether those gaps are driven by widespread segregation in schools or something else.

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