Improving Students' Research Skills

New Tests Raise Expectations Across the Grades

The sixth-graders at Genesee Community Charter School in Rochester, N.Y., wanted a skateboard park, so they decided to make their case to city officials.

The students had met with representatives from youth and recreation organizations and knew that some members of the community were leery of the idea because they were concerned about the potential for crime and saw little benefit. So the students got to work. Over the course of the 2011–2012 school year, they analyzed economic data and found evidence that skate parks around the United States had actually generated development around them. They looked through crime data and found that while there was some evidence of vandalism and public smoking and drinking, there was little evidence of violent crime. And they interviewed officials from other cities that had skate parks, including Louisville, Phoenix, Sacramento, and San Diego. In the end, the students presented their research to city officials, showing that skate parks provide economic benefits and do not contribute to increased crime. Continue

Current Articles

From Seat Time to Mastery

Maine schools transition to proficiency-based diplomas

STEAM Not Stickers

Creating a meaningful role for the arts in STEM learning

Most Viewed Articles

Developmentally Appropriate Practice in the Age of Testing

New reports outline key principles for preK–3rd grade

Dual Language Programs on the Rise

“Enrichment” model puts content learning front and center for ELL students

Five Easy Ways to Connect with Students

Promoting Moral Development in Schools

Teaching Students to Ask Their Own Questions

One small change can yield big results

Turning Conventional Wisdom on Its Head: Public Schools Outperform Private Schools

Turning Conventional Wisdom on Its Head: Public Schools Outperform Private Schools

Market forces based on concepts of competition, choice, autonomy, and financial incentives applied to public education will improve learning outcomes. This formula for educational improvement, popularized as long ago as 1990 with the publication of Chubb and Moe’s Politics, Markets and America’s Schools, appears to reflect conventional wisdom today. In fact, these beliefs have gained momentum with the advent of No Child Left Behind, the growth of charter school legislation across the country, and the initiatives reflected in the federal Race to the Top requirements and incentives. Continue

Recommended Reading

From Harvard Education Press:

Something in Common

Robert Rothman, foreword by Governor James B. Hunt, Jr.

Spotlight on Technology in Education

Edited by Nancy Walser, foreword by Will Richardson

Inside School Turnarounds

Laura Pappano, foreword by Karin Chenoweth

Strategic Priorities for School Improvement

Edited by Caroline T. Chauncey, foreword by Robert B. Schwartz

Spotlight on Student Engagement, Motivation, and Achievement

Edited by Caroline T. Chauncey and Nancy Walser