Current News

The New York State Education Department will provide $22.5 million in School Improvement Grants (SIGs) to the Buffalo City School District.

The Missouri Department of Elementary and Secondary Education has introduced new Common Core State Standards (CCSS) to establish consistent learning goals for all students and better prepare them for college.

Guam's Department of Education (DOE) recently issued a draft policy to update the teacher evaluation process. The proposed evaluation system would include student academic growth, as well as teacher observation done by administrators.

Georgia Schools Superintendent John Barge signed a memorandum of understanding with South Korean Vice Minister of Education Ha Tae-Yun on March 25 to create a cultural exchange program.

California Superintendent of Public Instruction Tom Torlakson says the Common Core State Standards in English-language arts have been released in Spanish.

CCSSO has released a new publication titled “High School Graduation: State Policies Driving Transparency and Success.” The report describes recent state actions aimed at ensuring all students graduate from high school college-and career-ready, and policy issues such as graduation rate calculations, accountability, and state data systems

Educator-preparation policy is important to student learning by preparing educators ahead of time for the tough work ahead. In most states, education authority is within the department of education, but legislatures often make laws that deal with education, leaving the finer points of teacher preparation and credentialing to state education boards.

During a recent legislative conference, Council of Chief State School Officers (CCSSO) Executive Director Chris Minnich said the group will make a long-term argument about the value of investments in public schools and that state education leaders will not panic over budgetary issues tied to sequestration.

Teachers increasingly are turning to interdisciplinary thematic units as they implement the Common Core State Standards in English language arts. The standards require students beginning in fifth grade to read more nonfiction than fiction, but the required percentages for nonfiction "reflect the sum of student reading, not just reading in ELA settings."

According to a recent National Institute for Early Education Research report that tracked 1,000 preschool students in 15 poor districts in New Jersey, by the time students attending pre-K programs in the poorest cities reached fourth or fifth grade, they were an average of three-quarters of an academic year ahead of their peers who did not attend pre-K.