Education

NAEP Shows Strong Gains for DC Students At a glance, yesterday’s release of the 2015 National Assessment of Education Progress yields unremarkable data, but locally, students in DC public and public charter schools posted powerful improvements. The nation’s students, overall, have achieved insignificant gains since 2013. While they still have a long way to go, schools in the nation’s capital are showing strong growth in their success serving the educational needs of a diverse and often-challenging student population.
Lexington Education Leadership Award (LELA) Fellowships This month, the inaugural class of Lexington Education Leadership Award (LELA) Fellows concluded the first national fellowship for personalized learning. The six-month program was established to introduce public school district leaders to personalized learning models and approaches, and support them in their preparations for implementation. Each of the ten districts made significant strides toward developing and codifying their vision and laying out their strategy for moving forward.
Findings in Stanford Online School Study Have No Bearing on Blended Learning Biased proponents and opponents of educational technology, charter schools, and educational change will rush to their respective judgements based on a new Online Charter School Study by Stanford University’s Center for Research on Education Outcomes. U ...
Teacher, Time and Technology: Building Blocks of Learning To get the most out of blended learning and personalization, school leaders must not start with blended learning or technology for its own sake, but instead must undertake a careful design process that emphasizes and appropriately prioritizes the building blocks to unlock its potential.
School Data: How Can it Help Students Learn? The timely instructional information now available to teachers to guide the educational process in real (or near-real time), as well as to evaluate the performance of various products, services, and methodologies, could well be an inflection point in the modern educational system. By incorporating the explicit use of data to guide and inform, through the smart use of systems of support and appropriate (often technology-enabled) tools, a number of schools and school systems are maximizing outcomes in blended learning environment.
Congratulations to the New Lexington Education Leadership Award Finalists Today the Lexington Institute announced the 25 finalists for its second cohort of Lexington Education Leadership Award (LELA) Fellowships. Finalists will convene in Orlando, Florida November 7-11, joining together for a special track at the Blended and ...
Scaling the Mountain of Education Funding Reform Most education reform is focused on the inputs (staffing, choices, governance) or outcomes (accountability of student outcomes). Debates over education funding invariably revolve around less versus more for competing priorities. Rarely does the focus capture a more comprehensive and deeper view of improving our schools: aligning incentives around funding and outcomes. New approaches to Performance Based Funding for public education are gaining ground in different states across the country. This simple concept seeks to better align funding for schools with important student outcomes to incent ongoing, improved performance of schools individually and systemically.
What Research Says About Presidential Candidates’ Positions at the Education Summit As Republican presidential candidates converged to talk both local and broad-scale reform at an education summit last month, much discussion focused on choice options for students and families. Candidates, hosted by nonprofit The 74 Million, took to the New Hampshire stage to discuss their plans for the nation’s schools. The group included former governors Jeb Bush (Florida) as well as sitting governors Scott Walker (Wisconsin), Chris Christie (New Jersey) John Kasich, (Ohio) Bobby Jindal (Louisiana), and former Hewlett-Packard CEO Carly Fiorina.
Rethinking How to Help Teachers Improve For Virginia to improve stagnant achievement gaps and raise student outcomes, nothing could be more important than the effectiveness of our teachers. To make a difference, finding ways to improve teacher preparation and support programs will be vital. Earlier this month, national nonprofit The New Teacher Project (TNTP) released a report that examined teacher professional development programs in three large school districts across the country. The researchers estimate that these districts spend roughly $18,000 annually for the typical teacher’s professional development, and that teachers spend about 19 days — or 10 percent of their work time — engaged in training activities. But the TNTP researchers found that most teachers do not improve their performance in the classroom each year.
Introducing BlendedLearningFacts.com from the Lexington Institute As a growing number of schools across the United States adopt blended learning and personalized learning instructional models, we increasingly see examples of misperceptions, incomplete or inaccurate accounts, and even misinformation in the news media ...
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