More than half of students who enter college end up dropping out without ever completing a degree or certificate. Time and money are wasted without the benefits of a degree. While colleges are experimenting with novel techniques to boost completion rates, strategic support from the federal government could further these efforts.
The COVID-19 pandemic has been particularly challenging for parents since schools and child care centers closed or switched to distance learning in the spring. Parents with children in different age groups and those under financial stress need the most support.
Reopening schools would provide much-needed child care for parents who need to work, help feed 30 million U.S. children, and prevent further inequitable learning losses. But it also means exposing more kids to the virus. How can families and employers prepare for the disruptions that lie ahead?
COVID-19 is threatening to upend the models that both public and private higher education depend on in the United States. As universities consider whether to postpone in-person classes until next year, many parents and students may be questioning the value of a traditional higher education.
The quality of remote instruction depends on whether students can connect and interact with educators online. But poverty is a major driver of who gets high-quality online instruction and who doesn't. What can states do in this new reality?
Rising levels of social inequality and diversity in Europe have made social inclusion a priority for the European Union. However, it remains a challenge to ensure access to quality early childhood education and care for all children, especially those from disadvantaged backgrounds.
U.S. teachers and principals shifted quickly to support students with distance learning during the early weeks of the coronavirus crisis. But unfortunately, the pandemic is likely to make existing inequalities worse.
Ensuring effective access to quality early childhood education and care for all remains a challenge in Europe, especially for those from disadvantaged backgrounds. This policy memo helps decision makers better understand this challenge and suggests some possible solutions.
The Measuring and Improving Student-Centered Learning Toolkit lets high school leaders and teachers gather information about the extent to which student-centered learning is happening remotely now, and plan for improvements to student-centered learning in the future.
This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.
This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.
COVID-19 has expanded the pool of cash-strapped college students, but many were already struggling before the pandemic. The crisis could draw attention to food and housing insecurity among college students, and give college leaders a chance to consider how to address these needs more systematically over the long term.
Three factors are essential for any digital learning method. First, it must be inclusive. Second, it should support the learning experience, not replace it. And third, evidence of what works should inform digital learning interventions.
Twenty facilities that imagery analysis, press and professional journals suggest house Uighur children have been identified in this first study of geolocating China's detention infrastructure targeting Uighurs and other Muslim minority groups.