California could soon get a deeper understanding of how students at different stages of learning English are doing in school. A bill currently in the Legislature, Assembly Bill 1868, would require the California Department of Education to report standardized test scores in English language arts, math and science for subgroups of English learners, including long-term English learners, those at risk of becoming long-term English learners, and students who have learned enough English to be reclassified as proficient.
In recent years, educators have seen many fads for fidgets, from the fidget cubes to the spinner and everything in between. For some teachers, these can be valuable classroom tools, and for others, a frustrating distraction. The key is to pick the right kind of fidget. They need to be quiet and low-tech and serve a purpose. The students also need to be taught the appropriate way to use them. The students must know that these are tools, not toys.
Looking for fresh picks to add to your Spanish-language board book collections? These seven titles fit perfectly in little ones’ hands and are just right for lapsits and baby story time.
Native communities are in desperate need of quality child care. And yet, they are the least likely demographic to get it.
By day, Larry Ferlazzo is an English and social science teacher at Luther Burbank High School in Sacramento, Calif. In his spare time, he has authored 12 books and is the face behind the Education Week blog series Classroom Q& A, as well as some other blogs. In this interview, he is the featured guest, sharing his perspectives on why teachers' voices matter.
Around 400 students in Charlotte-Mecklenburg Schools are expected to participate in a reading program, Rising Up, this fall to boost literacy among 3rd to 5th graders who live in non-English speaking households. Coming out of COVID-19 school lockdowns, English-language learners faced serious challenges to recover their reading and writing skills.
The elementary school students in Kendra Hatchett’s summer school class in Compton are used to adults asking them questions. Teachers ask them questions in class and on tests; principals ask them questions in the office and in the hall. But this summer, the tables were turned. Students interviewed teachers and coaches and even the principal.
During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 11 years. You can see all those collections from the first 10 years here.
A colleague from Kyiv, Ukraine, whom I’ll call N.M., sent me brief essays her students wrote on what they would do when the war ends. As both a scholar and a novelist, I knew that these voices, which expressed a beautifully straightforward and pure yearning for the simplest things that are lost in war, needed to be heard by the world.
When asked about my career path and trajectory as the only third executive director of local Denver nonprofit, Environmental Learning for Kids (ELK), I would love to weave a tale about an inherent thirst to conserve the environment, or a deeply rooted calling to inspiring young people. But alas, my path began with a free T-shirt.