A Student In Poverty A child wanders into a classroom, slides through rows of desks, looks around her and slouches down in her seat. It would be easy to say that she is devoid of purpose, lacks motivation and needs … Continued
Last week a new education bill was passed in the United States Senate. This bill, called the Every Child Achieves Act of 2015 (ECAA, 2015) is a reauthorization of the 1965 original legislation. Most recently, this authorization was called the … Continued
Student-Centered The paradigm for teaching and learning is slowly shifting from teacher-centered to student-centered. The old paradigm invented in the industrial revolution included teacher directed learning activities such as lecturing, discussion and testing. Of course, to all of us who … Continued
Do you have a rowdy kid who gets into trouble at school and has been losing step with the learning process because of his behavior? Does your school look at your kid and think, ‘this is trouble?’ Have you noticed … Continued
What an incredible week! Last week, 14,000 researchers from around the globe gathered in Chicago at the annual conference of the American Educational Research Association (AERA). The major theme was education equity and excellence of which there were many thoughtful examples on display. One example, anchored by Jon Snyder of Stanford, was a presentation on research in pre-service education in other countries…Alberta, CA, Finland, Singapore…where teachers are respected, admission is competitive to learn how to teach, and support from government and country are high. Another example was Linda Darling-Hammond’s work on changes to the No Child Left Behind federal law. Her work was recently highlighted in a Huffington Post article:
BOSTON, MARCH 29, 2015 – Today, there is a wonderful dedication of an institute to honor Senator Kennedy taking place. “The Edward M. Kennedy Institute for the United States Senate (EMK Institute) will open with a formal dedication at Columbia … Continued
Listen to this response, by a teacher, to the question, “What does he make?” That teacher, Taylor Mali, delivers a response that should make all of us proud to be teachers! Taylor Mali hits the nail on the head whenever … Continued
In all of this talk about accountability in schools, policymakers sometimes lose sight of the real accountability that takes place at the teaching and learning level. That accountability is hard to measure when we talk about policy, but when we talk about learning, everyone seems to know the deal. This week, a teacher wrote in Ed Week that she needs a culture of professional respect and learning in order to do her job—not money, promotion, and or other incentives—and especially not punitive measures based on questionable testing data.
While many of my students may come from poverty or difficult home situations, the support I receive bolsters my determination to give each student my very best and to confront academic and discipline issues from a proactive standpoint. I don’t earn more money than teachers in other districts, and I’d be hard pressed to leave my school simply because I was offered more money or perks.
This paper was just accepted to be presented at AERA in Chicago in April, 2015
Purpose of this Evaluation Report
The purpose of this report is to evaluate an arts integration program in Rochester, NY. The Rochester City School District (RCSD) has won two federal Arts in Education Model Demonstration and Dissemination (AEMDD) grants and this evaluation report covers the third year (2012-2013) of the second grant (2011-2014). The evaluation of the Rochester Arts Impact Study Enhancement (RAISE) is a true experimental design and involves 16,630 K-6 students over four years.
Purpose of AEMDD
The purpose of the Arts In Education Model Demonstration and Dissemination (AEMDD) federal grant is to support the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively:  integrate standards-based arts education into the core elementary and middle school curricula;  strengthen standards-based arts instruction in these grades; and  improve students’ academic performance in ELA and Math, social studies and science, including their skills in creating, performing, and responding to the arts.