Busting the Myth of ‘One-Size-Fits-All’ Public Education
Center for Public Education, September 2017
The Center for Public Education examines access to options within the public education system. The report first estimates how many students are able to choose which public school to attend, regardless of whether they take advantage of the opportunity.
Using data from the federal Schools and Staffing Survey, the report then documents the prevalence of various program choices inside public schools and, where possible, compares these to private schools.
The report concludes with a discussion of growing efforts by public schools to personalize learning. Included is a list of questions for school leaders who want to expand or improve options for students.
SOCIAL AND EMOTIONAL LEARNING
Navigating Social and Emotional Learning From the Inside Out
Harvard Graduate School of Education, March 2017
The report looks at 25 top social and emotional learning programs to identify and summarize key features and attributes of programming for elementary age children, addressing the need for information about curricula and implementation to help schools and out-of-school time providers make informed decisions.
Worksheets and summary tables are included to help users apply social and emotional learning program data to their own context. Other key features include:
• Background information on social and emotional learning and its benefits;
• A summary of the evidence base for each of the 25 programs; and
• Recommendations for adapting the programs for out-of-school time settings.
HOW ARE SCHOOLS DOING?
The 49th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools
Kappan, September 2017
Highlights from the 2017 PDK poll include:
• Americans want schools to focus on career and personal skills to ensure that students are prepared for life after high school.
• Substantially more Americans oppose than support school vouchers.
• Most parents value racial/ethnic and economic diversity in schools — but they don’t believe it’s worth a longer commute to school.
• Parents say standardized tests don’t measure what’s important to them, and they put such tests at the bottom of a list of indicators of school quality.
• Most public school parents expect their child to attend college full time, but that may not mean a four-year college.
Leadership Competencies for Learner-Centered, Personalized Education
Jobs for the Future and the Council of Chief State School Officers, September 2017
This report is intended to serve as a first step in identifying the knowledge, skills, and dispositions leaders must master in order to build and sustain learner-centered, personalized schools and learning environments.
Learner-centered refers to four specific practices that together show strong evidence of success in preparing students for college, careers, and civic life: personalized learning, competency-based education, anytime/anywhere learning opportunities, and student ownership.
These competencies are designed specifically for education leaders. A companion resource focuses on the educators closest to and responsible for students’ day-to-day learning.