The latest from the Schott Foundation and our allies.
A growing body of research shows that the typical six-hour school day just doesn’t cut it for many students. Too many schools lack the time and funds for arts, recess or inquiry-driven projects that inspire a life-long love of learning and provide skills needed to be competitive in the 21st century. The challenges and needs are particularly dramatic in low-income communities where students are the most likely to be behind grade level and who stand to benefit most from additional learning time. ExpandED Schools is a promising new model to help reinvent schools that are struggling to deliver on the promise of high-quality education for all students.
A Texas superintendent's diagnosis is that our relatively poor educational outcomes and large gaps in achievement are rooted in socioeconomic inequity; that if attention is paid to curing that problem, the schools will be able to do the rest. Meanwhile, a New York Times article highlights how the military's schools seem to have figured out a way to equalize the playing field for students. What seems to be the answer? Small classes, good housing and health care, integration.
Lots of inspiring talks here in DC at the OTL Summit. Here's a recap of some of the excitement from Saturday! 
 Our annual summit is off to a great start! Here are some highlights from last night's opening Town Hall Event: Is the Opportunity to Learn a Moral Imperative in the United States?
The simple fact is that as a result of Walker’s budget, Wisconsin is in a situation where, for the first time ever, the quality of the state’s schools will be worse for current and future generations of students than it was for the generation that preceded them.
Schools across Massachusetts are hiring fewer teachers, providing less professional development, and spending less on materials & technology than the state funding formula considers adequate.
 Bloomberg Math: Dividing teaching workforce by 2 equals acceptable reform? 
No uplifting news out of the U.S. Department of Education to report today, folks. Just a harsh dose of reality: A new study released this week by the DOE confirms that schools serving low-income communities receive less public funding than schools in the same district that serve wealthier communities. 
PA voters like public education. A lot. And they want to see their taxes going towards providing quality opportunities for all students. 
While it might seem encouraging for education and civil rights leaders to assert that poverty isn’t an obstacle to higher student achievement, the evidence does not support such claims. Over 50 years, numerous studies have documented how poverty and related social conditions – such as lack of access to health care, early childhood education and stable housing – affect child development and student achievement. The research never suggests that poor children are incapable of learning or that poverty itself should be regarded as a learning disability. Rather, research suggests that poor children encounter obstacles that often adversely affect their development and learning outcomes.


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