A recent national study reveals a growing interest in high school journalism programs in spite of continuing attacks against the media and job cuts at news outlets nationwide.
An education grant–funded program being launched at five schools in Rhode Island raises concerns, once again, that philanthropy is failing to respect the knowledge of education sector practitioners in the design of its interventions.
It has been noted before that America is raising a “lockdown generation.” Often, efforts to protect youth inadvertently create more trauma, increasing children’s anxiety levels by making the next shooting feel just around the corner.
A study finds that US schools employ more cops than social workers. But behind that comparison lies a deeper problem—namely, that the education of children, especially children of color, is viewed through a prism of control rather than child development.
In a partial concession to critics, the nonprofit College Board agrees to create an advanced placement world history curriculum that starts in 1200, rather than 1450. This still excises well over 8,000 years of history from the world history curriculum that had been in place since 2002.
Black Parkland students speak out against their lack of involvement in the #NeverAgain movement and the resulting militarization of their school—which makes them a target.
Stories, especially transformational ones, are a powerful tool for describing a nonprofit’s impact, but is it proof of the model? In summer 2017, Urban Alliance completed a six-year randomized control trial (RCT)—the gold standard of program evaluation—and in the process were themselves tested. This article describes the ups and downs of this grueling process.
A local Ohio nonprofit will capitalize on new legislation to encourage high schoolers to register as organ donors.
The success of school choice is elusive in New York City, where elementary education deficiencies and a complex high school selection process result in unequal student opportunity.
As the executive director of the Center on Education Policy said she would ask the Chicago mayor, “Where did this come from? What informed your thinking to lead you to believe that this was a good plan of action?”
