March 24, 2017
Endrew F., A Minor, By And Through His Parents And Next Friends, Joseph F. Et Al. V. Douglas County School District
The U.S. Supreme Court ruled unanimously on March 22, 2017 that the Individuals with Disabilities Education Act (IDEA) requires schools to provide education programs that enable students to make progress from year to year. Delivering the opinion for the Court, Chief Justice Roberts wrote that an education program must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This ruling does not require an ideal individualized education program (IEP), but it does charge schools to provide services that will enable a student to make progress achieving passing marks and advancing from grade to grade. Roberts also wrote that for a child for whom a regular classroom is not appropriate, an education program must be “appropriately ambitious in light of his circumstances.” This overturns the previous lower standard. The ruling continued, “But whatever else can be said about it, this standard is markedly more demanding than the ‘merely more than de minimis’ test applied by the Tenth Circuit.”
March 21, 2017
The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students
This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.
Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.
March 1, 2017
Sage Spotlight on Data Visualization
The February issue of Sage Publishing’s newsletter, Sage Methods Minute, presents useful guidance on understanding and managing data visualization in making effective decisions. The newsletter offers a lecture, interview, and webinar on this important but often neglected topic. Productive data-based decisions rely on the effective use of analytics and the acquisition, interpretation, and communication of meaningful patterns in data. In an increasingly complicated world in which vast quantities of data are available, it is essential that educators become astute in presenting data adapted to different audiences and in identifying deceptive data so they are able to make wise decisions in the service of educating children. The Sage Spotlight newsletter on visualization includes Tailoring Data Visualization to Reach Different Audiences by Tom Schenk; Textbooks in Data Visualization: 60 Seconds with Andy Kirk; and Webinar: Learn the Essentials of Data Visualization by Andy Kirk and Stephanie Evergreen. For those interested in additional resources on this topic, the works of Edward Tufte, professor emeritus of political science, statistics, and computer science at Yale University, and Howard Wainer, adjunct professor of statistics at the Wharton School of the University of Pennsylvania, provide insight in how to deliver information that communicates your message.
Sage February Newsletter: http://info.sagepub.com/q/17I2b2bhfM2Fc8adzqeF1h/wv
Edward Tufte: https://www.edwardtufte.com/tufte/index
Howard Wainer: https://www.amazon.com/Howard-Wainer/e/B000AP7SUU
February 28, 2017
Reimagining the School Day: Innovative Schedules for Teaching and Learning
A new report from the Center for American Progress suggests that American students would be better served if teachers were allowed more time to collaborate with colleagues, plan lessons, and review the effects of instruction. Education reform efforts in the United States have resulted in notable increases in the average length of the school day and the school year, expanding total instructional time for students. This means that teachers spend about 27 hours per week in face-to-face time teaching. Disappointingly, these efforts have not increased student achievement scores. An unintended consequence has been that American teachers typically spend significantly less time planning lessons than peers in nations such as Singapore and Finland, which are achieving better results. This report examines scheduling options that increase educator time to plan lessons. Examples of school schedules from across the United States are offered as a resource for schools systems looking to improve performance in this critical area of instruction.
Benner, M., & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, DC: Center for American Progress.
February 23, 2017
1 in 5 Public School Students in the Class of 2016 Passed an AP Exam
The number of students taking Advanced Placement (AP) tests has grown to more than 2.5 million students annually. Overall test scores have remained relatively constant despite a 60% increase in the number of students taking AP exams since 2006. In school year 2015–16, 20% of students taking an AP test passed and were eligible for college credit. The College Board also reports a continuing trend in the significant increase in the number of low-income students participating in the program. Unfortunately, this trend may be negatively impacted by changes in funding. The federal grant program subsidizing AP tests for low-income students has been replaced by block grants in the Every Student Succeeds Act. These funds may still be applied to subsidize low-income populations but are not mandated for this purpose as in the past.
Zubrzycki, J. (2017). 1 in 5 Public School Students in the Class of 2016 Passed an AP Exam. Education Week.
College Board Advance Placement Data: https://research.collegeboard.org/programs/ap/data/participation/ap-2016