Teachers have an extraordinarily challenging job. Not only are they expected to get each student to learn increasingly complex, and challenging content, they teach our children social and life skills, and act as mentors to students. They also bear the responsibility of providing evidence to parents, administrators, and taxpayers, that they are doing their job well and that their students are truly learning. No small feat.
Program: Urban Education
In far too many regions of the world, a stark educational achievement gap still exists between rich and poor students. Students in the United Kingdom who are eligible to receive free school meals (FSM) are nearly twice as likely to fall behind their wealthier peers in reading by age 11. And in South Africa, those in the lowest income quartile – the majority of students in this region – often struggle with illiteracy and innumeracy while their wealthier peers receive an adequate education, allowing them to score higher on international assessments.
In October, the U.S. Department of Education released new teacher preparation regulations. The regulations’ aspirations include strengthening accountability in the teacher preparation sector and encouraging the use of data for continuous improvement within individual prep programs.
The Michael & Susan Dell Foundation today announced it has made an investment of INR 6.7 crores along with Aspada Investment Company in Chennai-based school financing company Shiksha Financial Services India Private Limited. A pioneering non-banking financial company (NBFC), Shiksha Finance, provides loans in the range of INR 0.5 to 10 million to affordable private … Continued
We believe it is essential that teachers know if students are learning so that the teacher can intervene, helping students understand a concept or make a connection before they’re left behind. When teachers have data at their fingertips—and know how to make sense of it—they have the opportunity to provide more effective instruction.
The benefits of regular formative assessment practice for student achievement are well documented. And so … why do teachers find it challenging to successfully implement formative assessment practice at scale? While the study shed detailed light on how teachers implement formative assessment strategies in the classroom, there is still more work to be done.
As the new school year kicks off, I want to encourage school district leaders to consider a new way of planning and setting goals for the year.
From what I have witnessed, most school districts seem to set goals using citywide numbers of averages. For example, they might track and publicly report on the percentage of students achieving proficient on state tests or on the average ACT score of the students they serve.
The Michael & Susan Dell Foundation today announced it has made an equity investment of INR 6 crores ($899,000 USD) in ConveGenius (CG). The investment cements the Michael & Susan Dell Foundation’s commitment to expanding its mandate to improve the lives of children living in urban poverty by not only supporting education initiatives in large-scale, school-system transformation but also in outcome-oriented, technology-driven, education innovations. For CG, the investment is expected to further empower its own agenda of taking engaging, impactful education to millions of children by 2020 and nearly 90,000 children by the end of 2016 alone.
The foundation invested in Nepris because the company provides a way for teachers in every classroom to connect students with industry professionals to make instruction relevant to the real world and connect academic concepts with real-world examples. I had the pleasure of seeing Nepris in action in several classrooms. It was fantastic to see a group of bi-lingual elementary school students engage with a financial consultant in Argentina who taught the class about markets and trade.
The American higher education system is facing a completion crisis. While most U.S. high school graduates now enroll in college, many don’t complete their degree. The latest data shows that less than 60 percent of full time students finish four-year degrees within six years. This figure drops to 30 percent for two-year degree completion within three years. Students who begin but don’t finish college are in the worst position of all, bearing the costs of tuition and time without reaping the many rewards a degree offers, including the potential for nearly double lifetime earnings and halved unemployment.