• Ask Michelle Rhee, CEO and Founder of StudentsFirst a question
    StudentsFirst Team came up with a fun idea called “Ask Michelle.” Submit your questions online now and she will respond by video. She welcomes your questions on anything — from teacher tenure and teacher evaluations, to “last in, last out” (LIFO) policy and StudentsFirst’s Save Great Teachers campaign. The sky’s the limit.
  • Chamber Notes: Today’s students are tomorrow’s workforce
    One of the main themes of the discussion was how to prepare the students of today to be productive and valuable members of the workforce of tomorrow. In the end, the most important thing I learned from the summit was that employers and educators must listen to each other to begin a collaborative effort that addresses the challenges that are before us. Federal standards, while important and necessary, must not stand in the way of preparing students for their futures.
  • Stress math more in middle grades
    It is necessary that we look at the data dealing with the teaching of mathematics and see where our problems exist. The time periods where we need to implement changes in the way we teach mathematics is between the fourth and eight grades.
  • Focus on specific student needs
    According to the results of the latest PISA (Program for International Student Assessment), our nation ranks far behind other countries when it comes to student math achievement. State-mandated assessments show a similar picture; Tennessee students are not achieving at the levels expected when it comes to math.
  • Teen Fights To Succeed In Rural S.C. Community
    Third of a five-part series: A fifth of the nation’s public school students attend rural schools, but nearly a third of those kids don’t graduate. In fact, many schools that researchers have labeled “dropout factories” are in rural communities.
  • D.C. schools aim for selectivity by requiring teaching candidates to give tryout lessons
    With research showing that teacher quality is the dominant in-school factor driving performance on standardized tests, the District is joining a national movement to push cameras into the classroom. The objective is to capture the elusive recipe for teaching’s “secret sauce” — the attributes and practices that make educators effective. The Bill & Melinda Gates Foundation is spending millions of dollars in an effort to define “measures of effective teaching,” a project that compiled video recordings of more than 24,000 classroom lessons in Pittsburgh, New York, Tampa and elsewhere. The District also has received a Gates grant to develop a video library of clips showing the school system’s top teachers in action.
  • Metro Nashville Public Schools prepped to open virtual school
    Metro Nashville Public Schools has been granted Tennessee’s first K-12 virtual school. For the time being, classes offered are only in the high school curriculum, but officials have said they hope to soon begin working through the lower grades to increase options so that more students will have access. Students approved by a guidance counselor to take the virtual courses can test the waters in a 10-day trial period. If the learning environment doesn’t suit them, they can return to their regular classes. Staff members will monitor students online and call or email a student’s family, should they begin struggling in a virtual class.
  • Charter school says it would sue to open in Shelby County
    Tommie Henderson, executive director of Smart Schools, said the group will take legal action if the board resists an agreement. In May, the nonprofit signed a 10-year lease for a 9,300-square-foot building on Stage Road at Elmore Park Road. The building used to be occupied by FedEx Kinko’s. Some board members don’t like that location.
  • Memphis board OKs funding deal; if city payment schedule unmet, ‘school does not open’
    The Memphis school board unanimously approved a payment plan from the city Tuesday night that means schools can open on time. However, the undercurrent was clear: If the city departs one bit from the board’s expectations, all bets are off.
  • Studies Find Students Learn More by ‘Acting Out’ Text
    A series of experiments by researchers at Arizona State University in Tempe and the University of Wisconsin-Madison suggests that students can understand and infer more by physically acting out text—either in real life or virtually—than by reading alone.

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