OTHER STORIES

ICE Activity on K-12 School Grounds: Where It’s Happening

K12 Dive

Trump Administration Drops Appeal in School D.E.I. Lawsuit

NYTimes | EdWeek

Support for School Cellphone Bans Is Up; Use Remains Common

Brookings

How Elementary Schools Are Teaching Students Good Digital Habits

EdWeek

When States Take Over Education, It Puts Black Children Last in Line

The 74

Math Teaching

Nationwide math scores have flatlined after more than decade of declines. In response, more states are mandating “evidence-based” methods to teach math. That means what the field views as research-backed, which is currently in debate, could have far-reaching consequences. One group, calling themselves the “Science of Math,” promotes explicit instruction, in which teachers explain and model new concepts and procedures step-by-step. Another group, the National Council of Supervisors of Mathematics, argues that explicit instruction has some value in math teaching, but that it should be minimized. NCSM says the main approach should be guided inquiry, where teachers provide structure to students doing inquiry-based activities. EdWeek

Older Readers Left Behind

Many states are focusing on deploying research-backed reading programs for their younger students. But despite a stagnant reading comprehension rate for older students, they are continually left out of the conversation about improving literacy. Identifying these struggling students can be challenging. The author also says that reading strategies should be used more broadly: in every class, across all grade levels, not just language arts. They argue that teachers of older students need more training in supporting literacy. According to a survey, only 38% of educators said they are getting training from their district in how to handle older students reading below grade level. EdSurge

The 5% Problem

Now more than ever, tutoring providers, researchers, and big edtech are in a race to leverage artificial intelligence (AI) to help K-12 students learn math. However, these ambitious projects have been continually hampered by the same problem: students don’t use them. The “5 percent problem” describes the small fraction of students who use a learning technology with enough consistency to show learning gains. More worrisome is that these are often the same students who would likely succeed anyway. Edtech companies are now recognizing that that the key to engagement lies in human involvement and support: giving teachers the agency to weave these tools into their classroom culture and initiatives. LEVI