Since the creation in 2002 of the No Child Left Behind Act (NCLB), accountability and assessment of public education in the United States has been based on annual standardized state tests. These tests have been used to determine the effectiveness of states, districts, schools, and teachers in helping students learn.
Public school students in the United States are given more standardized tests, and are tested more frequently, than students in any other country. The growth of testing has fueled the world of assessment and turned it into a billion-dollar industry.
The number of tests has affected English Language Learners (ELLs) in the U.S. who, in addition to the annual standardized subject matter tests, are assessed every year on their English proficiency. Under NCLB, states not only had to identify English learners but also had to create English proficiency standards along with assessments that reflected these standards. Every year ELLs have to take state tests to determine if they are making progress in learning English and in attaining English-language proficiency. Continue reading →
The Next Generation Science Standards (NGSS) have brought many U.S. classrooms into the 21st century. In a world increasingly ruled by computers and robotics, this knowledge and these skills will be instrumental to the success of tomorrow’s workforce.
NGSS has brought something else to the classroom—inquiry-based learning. Gone are the days when a science teacher would write facts on a board and explain topics to a classroom. The NGSS expects students to participate in their own learning. The standards call for students to form hypotheses, test theories, and analyze data for themselves. Students are active learners. Thus, the NGSS guidelines have changed the methods used to teach science. This presents challenges to teachers. So how to implement these standards in today’s classroom? Here are five challenges teachers face.
To understand the impact of the NGSS, take a look around. What do smartphones, multivitamins, organic pesticides, self-driving cars, solar panels, and kevlar have in common? Science. Science touches everyone in the United States every day, yet the U.S. national standards for teaching K-12 science remained unchanged from 1997 until 2013. During that time frame,
researchers found evidence that neutrinos have mass in 1998
scientists discovered three new synthetic elements: livermorium (element 116) in 2000, moscovium (element 115) in 2003, and tennessine (element 117) in 2010
the human genome was published in 2001
Pluto was reclassified as a dwarf planet in 2006
the first clone of an extinct animal was born in 2009
NASA’s Curiosity rover landed on Mars in 2012
Each one of these breakthroughs highlights how closely intertwined science, technology, and engineering are. With all of these advancements and innovations, the curricula for science were badly in need of an update. This is why the National Research Council (NRC), National Science Teachers Association (NSTA), and the American Association for the Advancement of Science (AAAS), along with lead partners from 26 states, came together to design the Next Generation Science Standards (NGSS), a comprehensive guideline for teaching science from kindergarten through 12th grade.
Educational Equity and Changing Demographics in the U.S.
The promise of the Brown v. the Board of Education ruling was that all children would have equal access to a world-class public education. Despite great advances in public education, existing structural and social barriers continue to limit many children’s access to a good education. Thus the movement for educational equity in the classroom continues.
Research by the Organization for Economic Co-operation and Development (OECD) has shown that overall social mobility has not risen in OECD countries and in some places inequalities of income and wealth have increased. In the United States, there has been a rise in childhood poverty from 17% in 2000 to 22% in 2015 (Kids Count, 2015). Studies have found that the poorest students are nearly four times as likely to fail in math than their wealthiest peers. Continue reading →
So much to teach and so little time to teach it all! Educators are tasked with preparing students for a multitude of tests while they are also pressed to prioritize STEM education. Furthermore, the growing interest in adapting lessons to personalized learning and performance-based tasks only adds to the demand on their time. As a result, some subjects seem to be falling by the wayside. One subject that is often sidelined is civics.
A recent 2018 nationally representative survey conducted by Education Week Research Center noted, “More than half of principals, assistant principals, and other school leaders say schools don’t focus enough on civics…” Still, educators are finding different ways to incorporate civics in other curriculum areas. Continue reading →
Throughout history, technology has served as a driving force of human society. The advent of the internet and, subsequently, the introduction of the World Wide Web in 1990, altered how people interact with their environment, institutions, and each other. In the realm of education, this transformation has been no less profound. Technology and the ability to leverage electronic devices afford opportunities for improving and redesigning approaches to student learning. This is especially true within the context of civics education.
Technology that allows content to be distributed in an online format is often referred to as computer-assisted instruction (CAI). Generally, CAI products have a fixed structure and employ knowledge-based pedagogical approaches. Think of an online civics textbook that a student can digitally access, or a website, such as CampusActivism.org, that provides consumable content and allows the user to engage with interactive features (online discussion forums, social networks, etc.). Thus, CAI products can be extremely effective in civics education.
Victory’s Boston Massacre performance-task lesson serves as an excellent example of a CAI tool. The lesson engages students in critical thinking exercises and explores the complexities of this historical event. As performance tasks guide students through each lesson component, they are given the opportunity to interact directly with the content. Students can assign weights of importance to individuals’ actions preceding the event, highlight sections of primary source text representing biased language or perspective, and interpret visually represented data. Ultimately, the students produce a piece of original, unbiased writing describing what factors most contributed to the event and a critical analysis of why the event occurred.
CAI programs allow for a wide distribution of material and provide numerous opportunities for engaging students in civics instruction. However, different applications of technology offer additional forms of instruction and learning outcomes. Continue reading →
Thomas Jefferson once said, “If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be. An informed citizenry is at the heart of a dynamic democracy.” Universal and timeless, Jefferson’s sentiment is especially relevant to our republic today. In a renewed focus on promoting civics education within the United States, students, teachers, and communities across the country are finding innovative ways to improve the quality of instruction, with the intent of cultivating the next generation of both leaders and involved citizens. Here are just a few examples of how they’re doing it.
Simulating the Democratic Process
A Junior Achievement program called BizTown® provides the opportunity for students to participate in a simulation of the democratic process. BizTown is a scaled-down city built for kids and designed to model many communities in America. It includes a bank, a medical clinic, television station, public utilities, and even a city hall. The simulation allows students to learn about voting in real-life scenarios as they take on active citizenship roles, such as business owners, consumers, and elected officials.
In Tucson, AZ, fifth graders from Senita Valley Elementary School use an 18-hour classroom program to introduce economic fundamentals, such as banking procedures and economic terms. Students then work together to raise money to pay for their virtual trip to BizTown. Upon arrival, the students engage in a democratic process to staff jobs and choose public officials required to run the town. They elect a mayor, appoint a CEO for each business, and pay taxes for the town’s public programs. Also, elections are held for sheriffs and judges. If a rule is broken, the offending party can hire a lawyer and present a case before one of the elected judges.
Senita Valley Elementary’s principal, Connie Erickson, says of the program, “All of our kids look forward to 5th grade and the BizTown experience.… We are always encouraging our kids to think about what they are doing for themselves, their community, and their world.” Continue reading →
This blog was exclusively written for victoryprd.com by: Jarrah Bulton
STEM Education Today
Why is there a lack of women in STEM (science, technology, engineering, and mathematics) careers? A graph shared by The Atlantic shows that only 25% of STEM graduates in the United States are women. Educators are working to address this issue and encourage more females to pursue these careers.
A scatterplot of countries based on their number of female STEM graduates and their Global Gender Gap Index (y-axis), a measure of opportunities for women (Psychological Science)
Throughout history women have excelled in various fields of science. Some of the biggest names in STEM are women. From Marie Curie’s discovery of radioactivity to Esther Takeuchi’s achievements in reengineering batteries, women’s contributions in STEM fields have improved the way people live today. However, this history of women in STEM has often not gotten the attention it warrants in educational materials. This is starting to change.
California now has a law that requires textbooks and materials to recognize the full range of diversity among the ranks of scientists who have influenced the many different fields of science. In a recent project for the state of California, Victory developed short biographies of prominent scientists, including women, members of the LGBTQ community, and those who had physical disabilities. The biographies allow more students to see themselves reflected in textbooks and, it is hoped, to be inspired to pursue careers in science or technology. This recognition is important because it breeds a culture of active learning, student empowerment, and equal job offerings all over the world.
Another barrier that has kept women out of STEM fields is the belief that women don’t have the intellectual capacity to work in STEM. There are no current studies, however, that can demonstrate that male and female brains function differently. This essentially eliminates gender difference as a reason to discourage women from pursuing careers in STEM. The case then lies in our educational systems and how they present topics to their students. Continue reading →
As the student population in the United States has grown more diverse, educators have looked for more effective ways to handle the growing diversity in the academic and language needs of their students. Personalized learning —tailoring instruction to each student’s unique needs and learning preferences —is one approach that is getting a lot of attention.
Since 2012, 15 states have implemented policies to support personalized learning, ranging from waiving regulations to setting up innovation zones. But how have schools implemented personalized learning?
In its implementation, personalized learning has taken a multitude of forms. Schools are taking very different approaches in how the curricular materials are used, how the classrooms are organized, how the data are used to group students, and how “mastery” of subject matter is defined.
The Benefits of Personalized Learning
The common elements shared by personalized-learning models are a greater focus on meeting individual student needs and, to a lesser extent, keeping students on pace with grade-level standards. The benefits of focusing on the individual student are:
Students can work at their own pace on different subjects in the same classroom without impacting the learning of their peers. This allows a student to take the time to fully review and master a concept before moving on.
Learning gaps can be closed between students when each student gets customized instruction. All students now have the ability to work at their highest personal level of achievement.
Teachers and students are more fully engaged in the learning process. Students’ self-directed, independent learning allows teachers to have more one-on-one interactions with students. Teachers can take the time to talk with students, determine where they are academically, and tweak their learning plans so they can achieve maximum results.
Innovation is a hot topic in education, and teachers are constantly being asked to be innovative in their classrooms. But what exactly is classroom innovation?
In her recent blog post on innovation in education, Beth Holland describes innovation as “something that is not only novel and an improvement, but also impactful and meaningful.” For her, innovation in education means, “students have the opportunity to assume new roles and responsibilities as active learners; that they participate in meaningful, authentic learning opportunities; and that they wrestle with complexity.”
Here are some innovative techniques teachers are using to change the dynamic of the classroom and more actively engage students in their learning:
Promoting Learning via Flexible Spaces
Shifting around the furniture in a classroom, coupled with a reorganization of the space is an easy way to enable more creative thinking and deeper engagement. Long Island’s Baldwin schools are successfully using this technique to bring more innovative instruction to the district.
Interested teachers submit an application outlining their instructional goals and the classroom design needed to support them. When an application is accepted, a classroom is developed to meet the needs of a specific teacher and their students. The result is that every redesigned classroom in the district looks different.
Ann Marie Lynam, a seventh-grade social studies teacher in the district, needed a multi-functional classroom with a mobile layout to address the diverse needs of her students. Her redesigned classroom has no front, everything is on wheels, and students have a number of different seating options:
A raised, kidney-shaped table that seats six for small-group teaching
Classroom desks arranged in groups to facilitate discussion on class assignments
Students’ choice of either a comfortable ottoman or sofa when working in a small group.
Lynam was blown away by how the redesign impacted student interaction. The room setup encouraged conversation, and students who never spoke up were now talking animatedly with classmates. The group seating created a situation in which students could serve as a resource for one another.