News From the Field
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Making science class more culturally relevant is just one of the strategies K-12 science teachers are using to better engage students of color at a time when Black and Hispanic people remain underrepresented in science, technology, engineering, and math careers and national discussions continue on how to make education overall more equitable.
Thousands of Connecticut high school students from across the state will decide how more than $1.5 million in federal COVID-19 relief funds for schools will be spent.
Helping students grow their social and emotional skills has become a big part of school counselors’ jobs, particularly given the impact of the pandemic on student mental health and behavioral issues.
With a windfall of federal coronavirus relief money at hand, schools across the U.S. are using portions to quickly expand their capacity to address students’ struggles with mental health.
Access to computer science courses in high schools has jumped significantly over the past three years—from 35 percent to 51 percent, concludes a new study by the nonprofit Code.org. But access to those courses still remains uneven in many places.
The pandemic and rising concerns about racial justice over the past year and a half have fueled a surge in school district interest in and spending on social-emotional learning, according to a new report.
Even though educators are hungry for insight, assessment experts are urging caution. This year, more than any in recent memory, calls for extreme care and restraint when analyzing statewide test scores, drawing conclusions, and taking action, they say.
Not only are the skills cultivated through social-emotional learning the same behaviors that power civic engagement, but the reverse is also true: Civic engagement can be a meaningful way to teach and reinforce social and emotional skills.
The big problem, researchers and practitioners say, is that too much of what constitutes SEL learning feels patronizing to teenagers and fails to address their core psychological needs and motivations: developing an identity and sense of agency, being recognized and respected by peers, finding ways to excel, and committing to specific goals and activities.