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.
Yesterday, Partners for Each and Every Child released a report highlighting promising engagement processes in eight California districts. The case studies illustrate how the five pillars of engagement are integral to regular, two-way dialogue with stakeholders to support and sustain educational equity.
It can be tempting for those of us acting in the national policy sphere to see the Every Student Succeeds Act (ESSA) as an opportunity to start fresh. But “stakeholder engagement” is not new, and requiring that it be part of policy decision-making is not special to ESSA.
Partners for Each and Every Child has been working with the National Coalition for Community Schools to engage and support the local and national Community Schools movement in developing national implementation standards. We encourage the Department of Education to consider these implementation standards as the you continue working toward advancing a comprehensive approach to student success.
