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This month, join PDK CEO Joshua P. Starr for an in-depth discussion of the results of the 2019 PDK Poll of the Public's Attitudes Toward the Public Schools. Hear perspectives [...]

Be the first to experience a workforce development solution to support educators in your schools! PDK is excited to launch the Inspired to Teach (I2T) curriculum, a workforce development resource [...]

When former President Barack Obama signed the Every Student Succeeds Act (ESSA) into law in December 2015, a rare gift was bestowed upon state and local education leaders. After many [...]

A new resource from FutureEd and Attendance Works offers ideas for how schools can reduce chronic absenteeism among students. The Attendance Playbook by Phyllis Jordan lists a series of strategies, [...]

Everybody complains about a lack of time in school, but few are prepared to do anything about it. Laying the foundation before making such a shift is essential to the success of the change. Once a broad-based team has been chosen to do the work, they can follow a process explained in four steps with the apt acronym of T.I.M.E.: Taking stock, Investigating options, Modeling possibilities, and Engaging stakeholders in solutions. [ABSTRACT FROM AUTHOR]

The potential for large numbers of teachers to leave the profession poses a challenge to schools on a variety of fronts. One of those is how parents assess school quality--because [...]

The 2019 PDK Poll of the Public's Attitudes Toward the Public Schools was designed, managed, and analyzed, and this report written, by Langer Research Associates of New York, N.Y. Interviews [...]

Q: I'm looking for ways to help teachers in my district deal with frustration. I'm an assistant superintendent, and I spend a good deal of time in schools working with [...]

Google remains a dominant force in education technology, taking the top seven spots in LearnPlatform's new list of top 40 ed tech products accessed in schools. Google Docs claims the [...]

As part of its coverage of the 65th anniversary of Brown v. Board of Education, The 74 has created a series of oral histories featuring family members and others connected [...]

Here at PDK headquarters, we were startled and stunned by the results of last year's Poll: For the first time since 1969, when we began surveying Americans on their attitudes [...]

A report from the National Council on Teacher Quality analyzes six school systems that successfully strengthened their teacher evaluation systems in a way that improves teacher performance. The six systems [...]

As people move to seek out economic opportunities or to flee persecution, the communities receiving them respond by creating barriers or by offering welcome and support. And much of the [...]

Movements over the past few decades to improve students' educational outcomes have led districts to try out different approaches to organize and manage their work. Families, in turn, have taken [...]

Over the last two decades, the nation's schools have become increasingly supportive environments for LGBTQ+ students. However, this momentum appears to have slowed dramatically since 2015, according to GLSEN's latest [...]

In the 2013-14 school year, U.S. schools enrolled more than 4.9 million English learners. So who are these young people? A new report from the U.S. Department of Education provides [...]

Our Education Partnerships Division has been hard at work since launching the first cohort of PDK's Community of Learning and Practice in November 2017, and we are excited to continue [...]

Organizational leaders from nearly every sector have been using continuous improvement models and improvement science for years to improve products, services, and processes. Though continuous improvement processes are not new in education, they are relatively new in the state policy arena. In a continuous improvement system, educators use data, test scores, and outcomes as evidence of performance but not as goals for the system or the main drivers of accountability. Such a system changes reporting from a compliance activity to a process that enables positive change at a local level. All districts and schools should receive comprehensive feedback, which lets them act on what they learn. Positive results reaffirm for schools what they are doing well and enable educators to build on their good work and do better. Negative feedback based on real evidence makes it easier for superintendents and principals to justify the need for improvement in those areas and push leaders to provide more consistency, clarity, and coherence around school improvement. [ABSTRACT FROM AUTHOR]