Month: March 2020

For the past year, Deans for Impact has been working with six teacher-preparation programs to integrate learning science into the coursework and clinical experiences they provide to future teachers — or teacher-candidates, as they call them. As part of that work, they developed a new assessment to help identify what teacher-candidates know and do not know about learning science.

Capitol Washington D.C.

What has changed in this year’s budget request? The president’s budget request eliminates afterschool funding in the 21st Century Community Learning Center program for the fourth straight year, albeit in a different way than in previous years. But as far as STEM goes, this year’s request remains similar to other budget requests. Even with the administration’s five-year STEM education strategy calling for greater coordination and expansion of STEM education opportunities across federal agencies, the last two budget requests since that plan was published submitted have fallen short of this call.

In a country in which we cannot agree on anything at all, it seems there is near-consensus on the importance of civics education for improving our education system and our democracy. Despite the desperate need, only nine states require a full year of civics instruction, and only eight have a stand-alone assessment in civics. As a country, we spend 5 cents per student on civic instruction, versus $54 per student on STEM education.

A new report from the National Academy of Engineering makes it clear, the shine of engineering as an up-and-coming star in K-12 education might well be getting lost in a light-sucking black hole at the center — the daunting task of teaching engineering. The implications of the report, Building Capacity for Teaching Engineering in K-12 Education, raise a real question: might it actually be too hard to find, prepare and support the teachers we need to deliver substantive engineering learning to K-12 students?

School children hanging out in the school yard.

“There are millions of kids in this country who have ADHD and legitimately need a diagnosis,” said Jayanti Owens, a Brown University sociologist who conducted a data-driven study, “but the question for me is when you have kids for whom it is not a clear-cut ADHD diagnosis. Oftentimes educated parents from high social class backgrounds assume that more services for their kids are better than fewer services. And in those subsets of instances, where it’s not a clear-cut diagnosis, this research is showing us that the stigma of being labeled as ADHD can outweigh the benefits of the services.”

At the Philadelphia Horticultural Society’s 191st show, Lincoln High School’s exhibit – putting its own twist on the French Riviera theme – features an urban garden with different examples of composting. Fittingly, it is called “A Worm’s Holiday.” The exhibit won a bronze medal. In the Educational category, they were competing with fellow Philadelphia public school W.B. Saul High School of Agricultural Sciences, which won a gold medal, as well as with groups from local colleges like Temple and the University of Delaware.

MDRC’s new project, “Reconnecting Youth: Putting Out-of-School, Out-of-Work Youth on a Path to Self-Sufficiency,” is seeking information about programs that provide services to help young people ages 16 to 24 advance on education and employment pathways. The information gathered will result in a public compendium that profiles selected programs operating in this area, particularly innovative programs.

PSAYDN Announces 2020 Afterschool Champions

Pennsylvania Statewide Afterschool/Youth Development Network (PSAYDN) recognizes eight program leaders, two organizations, two elected officials and two youth groups for innovation and excellence in afterschool programs that keep kids safe, inspire learning and help working families.

Press Release | 2020 Afterschool Champions

PSAYDN at Center for Schools and Communities
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