“Education is the key to...” has been the precursor to many sapient phrases in history. As much as education is a vital component to every given community, there is a disconnect. In the past few decades, a growing demand for education reform emerged clamoring for the revamping of curricula, adjustment of budgets, resolving underfunding, regulating the increasing student tuition & debt, & reinforcing teacher’s rights. On one hand, education is for the people—providing a nurturing environment for developing minds. While on the other hand, education is an enormous business.
From corruption to biased agendas, the silver lining for complete education reform is rapidly fading. How can the fiduciary duty to provide proper & effective educational resources to the masses be adequately executed if those in power are commandeered by the bottom dollar line?
200 Students, Parents & Educators Spent Two Years Thinking About How to Support the Whole Child. Here Are 6 Things They Found
For Duke University sophomore Mila de Souza, including social-emotional learning in schools should be common sense.
By that, she means it should be second nature for schools to support students’ mental health, teach children how to work well with others, and become a place where both educators and scholars can learn to value one another’s diverse experiences.
What’s in a Report Card? Depends on Who You Ask. New Report Shows That Parents and Teachers Have Very Different Understandings of Grades & Tests
If a child earns a B– in math on his report card, is that a good grade, or does it mean he’s the worst in the class? Ask a parent and a teacher, and you’ll likely hear very different answers. But that disconnect is just the beginning when it comes to how these two groups understand the education system and all the grades, jargon, and communication within it, according to a new report from the nonprofit Learning Heroes.
How Does a College Grad End Up at a For-Profit Technical School? It’s All About the Job Market — and the Value of a Bachelor’s Degree
With a bachelor’s degree in psychology from Rutgers University, New Jersey’s flagship public college, 22-year-old Rachel Van Dyks expected to have a good job by now. A professional job with a proper salary and benefits would enable her to move out of her grandfather’s house, where she lives with her parents and her brother. Instead, the 2017 graduate works 46 hours per week at two jobs — scooping maple walnut ice cream at the local ice cream parlor and taking orders at a high-end steakhouse — while paying for an associate’s degree in cardiovascular sonography at a for-profit technical school.