Zac Chase - New Jersey shoppers and Indian sugarcane farmers might have something to teach us about poverty and cognitive load. An article in the August issue of the magazine Science examined the possibilities of a causal effect between considerations of poverty and study participants' abilities to perform cognitively-demanding tasks.
Alyssa Morones - For children, unequal opportunity to learn isn't limited to their experience in school, according to Hilary Levey Friedman, author of Playing to Win: Raising Children in a Competitive Culture. Middle- and upper-class children also receive a competitive edge from the activities they participate in outside of school.
A majority of students in public schools throughout the American South and West are low-income for the first time in at least four decades, according to a new study that details a demographic shift with broad implications for the country.
Eric Jensen - Since 1970, the dollar has lost 80% of its purchasing power. Those in lower or middle class, on a fixed income, lose the most. The inflation is a result of government debt and printing money. While it's true that depressed job markets have some correlations with greater poverty, the greatest factors are rarely talked about:marriage rates;high school graduation;"job ready" life skills.
Maryland was among the first states to administer a comprehensive test of skills for kindergarten students. The assessment gives educators and policymakers a picture of where students are and what the achievement gap looks like at the starting line.
Results have helped inform policy decisions in Maryland over the past decade that led to universal full-day kindergarten and publicly funded pre-kindergarten available for all children from low-income families.
Each of Montgomery County’s 25 high schools has created an action plan to identify and support students who need help in math, as part of an effort designed to boost student success overall and improve grades on final exams.
The initiative follows widespread concern in Montgomery about high rates of failing grades on high school final exams. Figures came to light in the spring showing a majority of 30,000 students taking exams in seven math courses did not pass the end-of-semester test.
As Montgomery County digs into the possible causes of widespread failure on high school math final exams, school leaders have released an informal survey that shows a striking gap in the way students study for the biggest test of the semester.
Slightly more than half of the 600 students who took the survey said they studied one hour or less for the final tests.
For another semester, Montgomery County high school students flunked their final exams in math courses in startlingly high numbers, according to new figures that show failure rates of 71 percent for Geometry and 68 percent for Algebra 1. The numbers add to a phenomenon that goes back more than five years and came to widespread public attention this spring, setting off a wave of concern among parents as well as elected officials in the high-performing school system.
Legislators are more likely to enact education reforms when white students, as opposed to black students, are failing, a recently released study suggests. The research, titled “The Political Foundations of the Black-White Education Achievement Gap,” found that state legislators rarely enact reforms when white students are achieving, even if black students are not; it is only when white students begin failing that legislative action is taken.