Principals and ELLs

Posted on February 18, 2020 Written by

According to a new study, most principals aren’t aware of the huge impact they can have on the academic success of English learners.

Through the reclassification process, principals have the power to either “enable or obstruct” students’ access to an equitable education. If a student is exited too early from an ELL program, he/she won’t have access to vital specialized services. If a student is exited too late, he/she might miss out on advanced courses, select teachers, and the chance to interact with English-speaking peers.

Therefore, in schools with an ELL propulation, understanding the reclassification process is an essential component of being an effective school leader.

 

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The Sky is Falling! (again)

Posted on February 6, 2020 Written by

Recently the failing schools myth received another huge boost … this time from the very highest levels!

Responding to NAEP proficiency scores, U.S. Secretary of Education Betsy DeVos said, “The numbers are reason for deep concern. This country has a student achievement crisis.”

She later added, “Our nation’s report card shows that two-thirds of American students can’t read at grade level. Two out of three!” This statement not only shows a complete lack of understanding about how to interpret test scores, but is yet another indication of the Secretary’s extreme bias against public schools.

This article takes an extensive look into the issue. It’s well worth the read!

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Online Rating Issues

Posted on February 4, 2020 Written by

GreatSchools.org has emerged as America’s unofficial school ratings website. So Vox and Chalkbeat teamed up to conduct a detailed data analysis of their scores.

The results revealed some significant inequities. According to the authors, the ratings “effectively penalize schools that serve largely low-income students and those serving largely black and Hispanic students, generally giving them significantly lower ratings than schools serving more affluent, whiter student bodies.”

For the full report, click here.

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Inspiring Innovation

Posted on January 21, 2020 Written by

Located just outside of Phoenix, Zaharis Elementary has received a significant amount of attention for looking beyond test-based accountability to prepare students for a world in which “85% of the jobs of tomorrow haven’t even been invented yet.”

This interview, with principal Michael Oliver, shows how the school’s inquiry-based model is actually weaning some lawmakers away from their love of high-stakes testing, and changing them into champions for change.

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