With the nation investing at least $1 billion a year in developmental education, states and colleges are rethinking their approaches to reform. Are states moving too fast to mandate developmental education policy? It depends on the policy.
Educators and policymakers are increasingly focusing on non-academic competencies, known as social and emotional learning. To support growth in these areas, teachers need assessments that can help them understand how well students are learning these skills, and what instructional approaches work best.
The most comprehensive look to date at the benefits of early childhood education found that 102 of 115 programs improved at least one outcome for children beyond a statistical doubt. And the economic and social benefits continue to pay dividends, sometimes well into adulthood.
Students need more than proficiency in reading or math. Perseverance, active listening, empathy and good decision-making help kids succeed both academically and in life. Schools need access to high-quality social and emotional learning assessment measures to ensure programs will improve student learning and their futures.
In the United States, black and poor students are suspended at much higher rates than their white and non-poor peers. While the existence of these disparities is not controversial, how to interpret the disparities is bitterly disputed.
School start times are becoming a hotly debated topic across the United States. Starting middle and high schools at 8:30 a.m. would improve teen health, and the economic benefits of this shift would likely outweigh the costs.
Personalized learning holds promise as an innovation that can lead to improved educational outcomes for students. But implementers should have modest expectations for the magnitude of the benefits, and patience for the full benefits to emerge.