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The article focuses on the growing adoption of competency-based learning across all U.S. states, which allows students to progress based on their mastery of subjects rather than time spent in class. Topics include varying state-level implementations and policies supporting this model, the challenges of scaling it in education systems, and examples of states like Utah and Vermont leading the way with substantial reforms.

The article focuses on the challenges of building and maintaining a diverse team of teachers in schools. Topics discussed include the difficulty in finding racially and ethnically diverse teachers, the importance of a comprehensive approach to recruitment, and the need for policy reforms to address barriers such as expensive teaching programs, student debt, and standardized exams biased towards white test-takers.

The article analyzes innovative steps taken as Synergy at Mineola High School in student learning. The school gives students a break from traditional academics, where Synergy students help a local entrepreneur figure out his newest project. In this manner students not only perfect their curriculum, but also master science standards in a hands-on environment. Synergy, an alternative offshoot of the high school, is brainchild of Michael Nagler, superintendent of the Mineola school district.

The article focuses on the growing private school choice movement and the increasing calls for more oversight and accountability. Topics include critics' push for stricter regulations on where state funds go, concerns about parental accountability, and efforts in various states to ensure transparency and compliance with educational standards for schools receiving public funds.

The article discusses the ongoing debate and challenges surrounding teacher preparation programs and their accreditation. It mentions that the Council for the Accreditation of Educator Preparation (CAEP) introduced rigorous standards in 2013 but faced pushback and a lack of consensus in the field. It also mentions the ongoing competition and differing philosophies between CAEP and AAQEP, with both accrediting bodies working with teacher-preparation programs to meet their respective standards.

The article offers information on the works of Jana Beth Francis, the assistant superintendent for teaching and learning in the Daviess County district in Kentucky for curriculum improvement. It discussed that Francis designed curricula to build students' knowledge and engage them in more intellectually challenging work.

The article discusses how Missouri is developing social-emotional learning (SEL) standards with the aim of addressing teacher turnover, as over half of new teachers in the state leave within five years.It mentions that the SEL standards aim to improve student behavior, mental health, and teacher morale by teaching students skills related to managing emotions, cultivating healthy relationships, and fostering empathy.

The article discusses how several states are exploring alternative approaches to standardized testing in education. It mentions that many states are seeking to move away from once-a-year standardized exams in favor of through-year testing models that provide more timely and useful feedback on students' progress in Missouri.

The article discusses how educators perceive state-mandated standardized tests and the pressure associated with them. It highlights that a majority of educators do not find these tests useful in the classroom despite feeling pressure to ensure students perform well on them. It discusses a shift in thinking about the value of standardized tests and a desire to measure school success using other factors like graduation rates and school climate surveys.

The article reports on the growing opposition by parents and critics against the implementation of the changes to the health and sex education standards in public schools in Illinois and New Jersey. The critics claimed that the standards' gender inclusivity introduces children to age-inappropriate material. Also cited is the comment of Montclair State University Professor Eva Goldfarb on the 2020 National Sex Education Standards in the U.S.

The article emphasizes how educators should address the influence of Artificial Intelligence (AI) on students. It discusses the challenges of integrating AI into education, focusing on middle school students who have grown up surrounded by technology. Topics include the increasing role of AI in writing and learning, the difficulty of maintaining traditional teaching methods, and the need for a fundamental shift in educational standards and expectations.

The article offers information on how deeply principals should know content areas and how much it matters for helping teachers is an active debate. Topics include principals should understand academic standards for every grade level in their school and have a working knowledge of the curriculum and teaching materials; mentions that principals who do not know the content often relied on the good teaching refrain; and principals must build a culture that's based on collaboration and teamwork.

The article focuses on the final set of guidelines on K-12 history education approved by Louisiana's state board of education on March 9, 2022, which is different from the original content proposed by its committee of educators in September 2021. The original content proposed by Louisiana education department included slavery, civil rights and African American luminaries. The changes to the draft include an emphasis on foundational documents and expansion of the focus on slavery.

The article discusses workplace writing. It is noted that industry professionals consider written communication skills as the most important for new employees and despite new academic standards that encourage more writing, educators find writing instruction inconsistent. It mentions the experiments to develop career writing into students' high school years including Amanda Baker's English class at Wayne Memorial High, and Tony Nassivera's business class at Hudson Falls High School, New York.

The article discusses a speech by foundation co-chair Bill Gates of the nonprofit Bill & Melinda Gates Foundation at the foundation's U.S. Learning Forum in Bellevue, Washington. The speech addressed K-12 teacher effectiveness and educational standards work by the foundation. Political aspects of the departure of U.S. Secretary of Education Arne Duncan are noted. The Common Core State Standards educational guidelines are mentioned in relation to standardized examinations.

The article discusses the legacy of the U.S. Elementary and Secondary Education Act (ESEA) in relation to the U.S. federal government's role in K-12 education. Topics include the overhaul of the ESEA by the 2001 U.S. No Child Left Behind Act, the relation of civil rights for African Americans to the ESEA's original focus on fighting poverty among disadvantaged students, and the emphasis on educational standards after the 1983 report "A Nation at Risk."

The article discusses the results of the 2015 Quality Counts survey from the journal "Education Week", which evaluated the educational quality, finances, chance of success and policies of U.S. states. A discussion of the metrics which were used to rate and rank each of the U.S. states is presented. Charts which list information on the results of the survey are also offered.

The article discusses the education summit led by U.S. President George H.W. Bush that took place in Charlottesville, Virginia in 1989 and began the process of introducing standards-based education reform to the U.S. Topics discussed include the involvement of U.S. state governors at the summit, the role of then Arkansas Governor Bill Clinton in the summit, and the role played by Michael Cohen, then director of education policy for the U.S. National Governors Association (NGA).

The article discusses the academic standards launched by nation's governor and school chiefs like critical race theory in the U.S. Topics include damaging discussions of race in the classrooms, Opposition driven by different political considerations, how the political gravity has shifted during the presidential of Donald Trump and Assessing the federal role in national education politics.

The article presents information on the education in Hawaii. The author looks at the Naalehy Elementary School, the U.S. Race to the Top program, and the U.S. National Assessment of Educational Progress (NAEP) government program. The article also presents information on educational standards in Hawaii and the U.S. government grants awarded to the state's schools. INSETS: Hard-Driving Principal Welcomes Extra Resources;Cash Aids Innovation;Putting Common Core to Use.

The article discusses the rise in campaigning by education advocacy groups representing students' interests in U.S. school systems. The groups, including the organizations Stand for Children, Democrats for Education Reform (DFER), and StudentsFirst are lobbying for changes such as teacher evaluations based on evidence of student learning, increased access to charter schools, and higher academic standards for schools and students in the U.S.

The article discusses the sophisticated language use and scholarly vocabulary changes to the curriculum for English-language learners (ELLs) as part of the U.S. Common Core State Standards. A World-Class Instructional Design and Assessment (WIDA) consortium project has designed five English-language-development standards, and other initiatives include the Common Core en Español and the Understanding Language project.

The article discusses the changes in the math curriculum based on the U.S. Common Core State Standards. States including Maryland, New Mexico and Massachusetts are working to prepare teachers, overhaul the curriculum and develop exemplary classroom practices. The Math Common Core Coalition, comprised of groups including the National Council of Teachers of Mathematics (NCTM), the Association of State Supervisors of Mathematics, and the Council of Chief State School Officers, has formed to offer advice on the standards to schools.

The article discusses the incorporation of language arts into science and social studies classes to meet the U.S. Common Core State Standards in Kentucky's Kenton and Erlanger-Elsemere counties. Teachers including Kris Gillis, Beth Fahlbush and Michelle Buroker at Dixie Heights High School, Scott High School, and Arnett Elementary School are creating learning targets and tools developed by the Literary Design Collaborative organization.

The article discusses teacher readiness for the U.S. Common Core State Standards. States including Michigan, Arkansas and Utah are implementing teacher development programs to address instructional gaps and interpretations of standards. With standards-based assessments planned for 2014, teachers are working to develop curricula and lessons while functioning on a higher cognitive level.

The article discusses the quality of implementation of U.S. Common Core State Standards in classrooms. The article suggests that schools need better instructional materials and that the assessment tests will be the biggest obstacle. Also presented are changes to English/language arts, mathematics and English-language learning standards including practical applications of math, content knowledge from informational texts and academic vocabulary for English-learners.

The article discusses the effect of the September 11, 2001 terrorist attacks (9/11) on education and curriculum. Topics addressed include the lack of inclusion of 9/11 in social studies classes despite curricular resources on the subject, teachers' fears of addressing controversial topics, and differences in mentions of terrorism and 9/11 among U.S. state curriculum standards. Also discussed are student perceptions about Muslims and increases in classes on the Middle East and Arabic language.

The article discusses the first year in office of U.S. Education Secretary Arne Duncan. With the support of President Barack Obama and funding from the economic stimulus aid package, he has championed priorities including charter schools, teacher performance pay, common academic standards and turnarounds of low-performing schools. The coming renewal of the Elementary and Secondary Education Act will be significant in his attempt to codify his ideas further. Criticisms of his performance are discussed.

The article discusses the experience of Massachusetts with setting state standards and implementing a high school exit examination requirement for graduation. It notes that tying the exit test to the standards has helped to implement the standards. Principal Susan E. Szachowicz of Brockton High School, a large, low-income urban school, states that her school has improved drastically on the tests since making efforts to align classroom teaching with the standards. Several teachers agreed.

The article discusses the effect of common education standards on teacher training, curricular materials and student assessments and foresees the need to involve multiple stakeholders in the project. Educator Jennifer Morrison is quoted saying once the standards are adopted, it will require leadership, assessment and professional development, and politics will be involved. Funding will be needed, either by the states or private sources. Some experts predict development of standard curricula.

The article discusses issues arising as the U.S. considers common state standards. Critics argue that nationwide standards threaten the principle of state and local control over curriculum. Others say standards provide either too much or not enough direction or focus on irrelevant content. Supporters note that the project is led by states through the Council of Chief State School Officers and the National Governors' Association and that the effort is based on concern about lagging achievement.

The article looks at the digital literacy applications of the Common Core State Standards for U.S. schools. Topics discussed include Anchor Standard 7 and its role in promoting digital literacy through integration and assessment of content shown in various media and formats, concerns among teachers over social media not being covered by Common Core Standards, and Anchor Standard 5 and its role in promoting use of digital media for information expression.

The article discusses the state of Alabama's requirement for its students to take four credits of math and four of science to graduate. The author examines the ways in which different schools in the state approach the requirement, focusing on the benefits of using higher standards in United States education.

The article discusses the political campaigns of Senator John McCain and Senator Barack Obama during the 2008 presidential election. Ads for both candidates focused on education in September 2008, making the topic the center of debate for the first time since the race began. The messages of the ads are examined.

The authors examine problems associated with the gap between pre-collegiate education and higher education in the U.S. They note that this gap has become a major policy issue; however, they believe that it cannot be bridged until public schools and colleges unite to address the issue together. They examine how this gap developed and trace the history of higher education in the U.S. They believe there needs to be more incentives promoting cooperation among colleges and public schools.

The article reports on access, use and capacity of Internet technology in schools across the U.S. It presents a map of the U.S. with each state colored according to overall state grade as per an assessment done by Technology Counts 2008. A table is also presented showing grading of the states in relation to access and use of technology and their capacity. It mentions about wide variations in use of Internet and the average grade was C for capacity to use technology among the states.

The article informs about how some middle school educators in North Carolina are trying to find a blend of academic and developmental strategies to motivate their students to excel in their academic performances. Amber Cline tries to enhance her students' academic achievement by knowing their personalities and providing support to minority and lower-income students. Robert Balfanz says that educators need to approach the issue of social acceptance of these students among their peer group.

The article presents the education assessment report "Quality Counts 2008: Tapping into Teaching" that is issued annually by the journal. The report features grades for each state in the United States in several educational categories, including chances for success, standards, accountability, and teaching profession.

The article focuses on the culture based Navajo Language Immersion school which is part of the Window Rock Unified school district, located on the reservation of the Navajo Nation in Fort Defiance, Arizona. Reportedly the school integrates both Navajo tradition and modern accountability tools in an effort to meet student achievement goals in the U.S. No Child Left Behind Act. INSET: Along With Praise, A Note of Caution.

The author discusses the economic and social benefits of countries which have invested in education. High school diplomas are the minimum requirement for most countries' educational standards. According to the Organization for Economic Cooperation and Development, only four countries have lower high school completion rates than the U.S. Details are given for other countries' educational attainment.

The article focuses on the No Child Left Behind Act (NCLB) which will be renewed in 2007. Many policy makers believe the reauthorization will take place after the 2008 presidential elections. Democrats will try to emphasize funding for the bill which they say the Republican-led Congress has not committed to. Details are given for specifics of the NCLB Act including national standards, measuring growth, students with disabilities and sanctions for underperforming schools.

The article reports on statistics related to the measurement of adequate yearly progress, or AYP, under the United States' No Child Left Behind Act. According to the article, the number of schools meeting AYP fell from 75 percent to 71 percent. Under the No Child Left Behind Act, all students must be proficient, by 2014, on state reading and mathematics tests, including subgroups of students who are poor, speak limited English, belong to racial or ethnic minority groups.

The article discusses the changes in the educational law and legislation in the U.S. Policy leaders in the U.S. are concerned about global competitiveness and widening income gaps within the U.S. society. They are arguing for a closer connection between K-12 and post-secondary education, on the assumption that decent-paying jobs with opportunities for advancement will require at least some education beyond high school, as well as lifelong learning to adjust to a fluid labor market. The National Center for Public Policy and Higher Education has warned that if current trends continue, the proportion of workers with high school diplomas and college degrees will decrease and the personal incomes of Americans will drop over the next 15 years.

A list providing a summary of grades for standards and accountability in the United States is presented. Overall grade for standards and accountability in Louisiana, New York, Massachusetts, South Carolina, Indiana, etc., is A and A- in that of Maryland, Georgia, Ohio. Oklahoma, Kentucky, Illinois, etc., registers B+ grade. Almost all the states have adopted standards in the core subjects. Data is also given for states having standards that are clear, specific, and grounded in content.

The article presents the comments of Marshall S. Smith, dean of School of Education at Stanford University, on the U.S. government's policies related to educational standards-based changes. Almost all American states now have standards for what students should know in core subjects, tests to measure student learning, and at least the beginnings of an accountability system to hold schools responsible for results. In the fall of 2001, Congress, in the No Child Left Behind Act, reaffirmed the basic structure of the state reforms, while simultaneously reducing state prerogatives, particularly in the area of accountability.

The article reports on the state of education in Iowa. Iowa appears to have lost some of its academic edge over other states a decade after bucking the trend toward imposing state standards for what students should learn. In the late 1990s, when the nation's governors and business leaders threw their weight behind the push for statewide academic standards, Iowa begged to differ. With its strong tradition of local control and history of comparatively high performance, Iowa felt little compulsion to join the bandwagon.

The article reports on an external, independent, nongovernmental effort to measure and report on each American state's annual progress in raising student achievement and improving the public schools. The Education Week journal responded by launching the first edition of Quality Counts in January 1997, with the goal of producing an annual report card on public education in the 50 states and the District of Columbia. The concept of standards-based education, as described by researchers, was to invite policy coherence where none existed.

Denise Davies, a deputy head teacher at the school, is worried about a handful of teenagers who performed relatively well on national-curriculum tests at age 14. But, as the graph starkly illustrates, they have since slipped behind the average progress of their peers nationally who started out with similar performances. As the former physical education teacher rattles off the myriad ways in which the school mines information about test-score gains to critique and improve its practice, it's hard not to be impressed. The senior management uses such data to evaluate the whole school. The heads of subject departments meet annually with the school's board of governors to discuss their results and explain what they're doing to improve or maintain their standards. They also use the data within their departments to identify individual teachers or courses that are doing exceptionally well or might need shoring up. And across the school, such information is used to support, exhort, and push students to do better. In the United States, interest is mounting in tracking the academic progress of individual students over time to determine how much value schools add to their learning.

Focuses on the standardization of education programs for young children in the United States. Emphasis on health and safety precautions in the programs; Reactions from administrators of various state education departments; Projects conducted by child development centers on educational standards.