If just 10 percent more students in the United Kingdom mastered Arabic, Mandarin, French, or Spanish, the economic returns could be measured in billions of British pounds. Removing the language barrier reduces trade costs.
Teaching students explicitly about issues of identity, diversity, equity, and bias can lead to positive outcomes. Nearly three in four K–12 teachers reported that they provide such anti-bias instruction, but more than half said that their school's or district's curriculum materials did not adequately address anti-bias topics.
The restrictions placed on how teachers can address race- or gender-related topics in the classroom may be leading to consequences for teachers' working conditions and for student learning. Teachers report that the limitations make it more difficult to engage students in learning, to support critical thinking skills, and to build empathy.
Features explore environmental racism; the economic value to the UK of improving languages education in schools; and causes of civilian harm in Raqqa, Syria, and ways to reduce civilian casualties in current and future military operations.
In this webinar, RAND researchers share data from a national teacher survey administered in spring 2021 concerning the extent to which public school teachers report addressing anti-bias education in their K-12 classrooms. Discussants from organizations that support high-quality teaching and learning reflect on the findings and their implications for helping all students in public schools succeed.
Findings show that investing in languages education in UK secondary schools will return more than the investment cost. The benefit-to-cost ratio is about 2:1, meaning that every £1 spent on extra language provision could return £2 for the economy.
Languages play a significant role in international trade, and not sharing a common language acts as a non-tariff trade barrier. Benefit-to-cost ratios for increasing Arabic, Mandarin, French, or Spanish education in the UK are estimated to be at least 2:1, meaning that spending £1 could return £2.
RAND researchers evaluated the U.S. Department of Defense's (DoD's) Language Training Center Program, which partners with institutions of higher education to train DoD personnel in language, culture, and regional area studies.
Teachers in two-way dual-language immersion classrooms consistently implemented key instructional practices targeted by the school district. Teachers strongly adhered to guidelines on language use. Students were less consistent in their language use.
The Pardee RAND summer faculty workshop aims to help scholars who teach at historically black colleges and universities strengthen their approach to research and bring new analytic thinking, tools, and practices back to their students, inspiring them to pursue graduate education and careers in public policy.
Stories discuss the promotion of tolerance and critical thinking in the Arab world through children's media, the challenges faced by the United States in an era of fiscal austerity, and promising models for measuring teacher performance.
A survey of Air Force officers suggests that it would not be feasible to require a high level of proficiency in a second language upon commissioning. Alternatives, such as incentivizing steps toward attaining proficiency, are suggested.
Despite a range of legislative and policy interventions, the trade in illicit art and antiquities continues to flourish, resulting in damage to the arts, scholarship, and heritage. RAND Europe explored new ways of curtailing the illegal trade in cultural property.
A focus on children, whose ideas are still being developed, may be more effective in promoting tolerance and critical thinking in the Arabic–speaking world than efforts directed toward adults, whose attitudes are already established.
Examines training and careers of individuals who received support through the Foreign Language and Area Studies (FLAS) fellowship program, and profiles their training, employment history, and on-the-job use of language and area skills.