Democrats for Education Reform’s Post

What happens now that MCAS is no longer a state graduation requirement in Massachusetts? The change has sparked conversations among Voices for Academic Equity members, including myself, shedding light on the existing disparities in local graduation standards. The focus now shifts to addressing these inequities and striving towards providing a quality high school education for all students. Learn more here: https://lnkd.in/eEXDBAxV

interesting article.

🔔 New article alert 🔔 1️⃣ What does diversity mean according to Flemish teacher educators? 2️⃣ What practices do they set up to approach diversity? 3️⃣ And what might support them to contribute to diversity-responsive education? 📑 Find out here: https://lnkd.in/ejzzax9J If you don't have access to the article, please let me know! Many thanks to supervisors Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 😱 For those who shudder at the thought of academic articles, the briefest answers to these questions are: 1️⃣ By all as 'the ever-present phenomenon of all differences between people', however, some simultaneously - and paradoxically - only experience diversity through 'the presence of people from minoritised (ethnic) groups'. 2️⃣ Explicitly teaching about diversity and (in)equity, practices in which they model diversity-responsive behaviour to their student-teachers, practices to further their own awareness in these matters, and practices to influence other actors to raise awareness (e.g., colleagues, school partners, national policy makers...). 3️⃣ Awareness of inequity reproduction in education (and society), time for collegial discussion, and incentive for professional development.

Do you Agree? No Drop in Standardized Test Scores: Notably, the study found that students engaged in arts education experienced no drop in standardized test scores. This discovery debunks the delusion that arts education distracts from academic performance. Read More Here: https://buff.ly/3MJm9AE #TeachBetter #MondayMotivation #MorningInspiration #EducationMatters #ClassroomGoals #LearningJourney #InspireToEducate #TeachWithPassion #MakeADifference

Do you Agree? No Drop in Standardized Test Scores: Notably, the study found that students engaged in arts education experienced no drop in standardized test scores. This discovery debunks the delusion that arts education distracts from academic performance. Read More Here: https://buff.ly/3MJm9AE #TeachBetter #MondayMotivation #MorningInspiration #EducationMatters #ClassroomGoals #LearningJourney #InspireToEducate #TeachWithPassion #MakeADifference

Ahead of tomorrow’s A Level results, it’s been brilliant to see widespread national and regional coverage of our new report with National Foundation for Educational Research (NFER) into subject choices post-16. It reveals a narrowing of subject choices and combinations over the last twenty years - particularly in the arts and humanities, and since the de-coupling of AS and A Levels in 2015. It’s time the UK caught up with our international peers. The British Academy will continue to advocate for a broad and balanced curriculum with access to STEM and SHAPE subjects in equal measure📚🧠 https://lnkd.in/eSrksTeC

Check out my new Perspective article with my co-author, Dr. Trisha Mackey! We discuss ways to develop global perspectives for future teachers — and their students and the impact global perspectives have on students. https://lnkd.in/eHTyaR7Z

As public confidence in higher education continues to collapse, improving both the perception and reality of what students are getting in the classroom is the most reliable way back to public acceptance. But it can't just involve asking faculty to do more again (that's been tried). What's needed is for all parties to engage constructively without blame. New column in Inside Higher Ed with Buck Goldstein:

Today, Scholars at Risk member institutions received a letter, a longer document, and accompanying resources addressing recent events on US college and university campuses. These come as a response to a request for a statement from the US Section Steering Committee for Scholars at Risk. The documents provide valuable insights on distinctions between academic freedom, freedom of expression, and protests, highlighting the risks of undermining academic freedom and institutional autonomy. There are no easy answers to hard questions. Higher education depends on our values to fulfill its intellectual and social mission fully. This why the documents include resources to support careful thinking and acting in situations of high conflict that are occurring. I encourage you to read and reflect on the documents, which I am sharing as a group in the attached pdf. The stand-alone document and resources are also available through the following links: Observations on recent events on US campuses: https://lnkd.in/gFMp7TQ8 Resources for responding to recent events on US campuses: https://lnkd.in/g8uF9a9y

This is GOOD NEWS! Read more about possible alternatives to Regents in my new article Justice-oriented assessment in immigrant-serving schools: A critical ethnographic case study of the elements of performance assessment. DM me for a copy of the PDF: https://lnkd.in/e3mZNV2s