The CSU system appears to be moving forward with the idea of requiring an additional quantitative reasoning course — but without first satisfying the faculty’s recommendation to study its potential impact.
What does it mean to connect mathematics to the pursuit of justice? For one thing, it means not letting math education interfere with justice.
It’s time to reconsider whether Algebra 2 really creates the opportunities we have long assumed and build more rigorous pathways that lead students to college.
Mentor-mentee relationships among formerly incarcerated students go beyond social, cultural, intellectual, and campus knowledge. These relationships can empower and transform the lives of students by increasing academic and employment opportunities.
If states do not meaningfully engage families and community stakeholders while designing and implementing ESSA, we may miss a crucial opportunity to advance the interests of students who have been historically underserved and denied the full protections to which they are entitled under federal law. Partners for Each and Every Child has created a set of principles for high quality stakeholder engagement to help guide states and their partners in these efforts.
On Thursday, February 25th, 2016, Partners for Each and Every Child and Mississippi partners (see below for a full list) hosted a webinar to examine the implications of the new federal Every Student Succeeds Act on Mississippi and efforts to ensure that every child has an equal opportunity to succeed in school.
On Tuesday, January 12, 2015, EdSource and Partners for Each and Every Child hosted a webinar to examine the implications of the new federal Every Student Succeeds Act on California and the effort to ensure that every child has an equal opportunity to succeed in school.
