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AM News: Federal Education-Equity Commission Urges Swift State & Federal Action

Education panel: To close achievement gap, urgent state, federal action needed WashingtonPost: While the federal government pays about 10 percent of the cost of public education, about half comes from states and 40 percent comes from local communities. The commission urged states and the federal government to send more tax dollars to high-poverty schools to compensate for the imbalance in local funding. But it stopped short of recommending a new way to fund schools that does not rely so heavily on property taxes.


Federal Commission Urges Bold Steps to Boost Education Equity PoliticsK12: A federally appointed education-equity commission is proposing a five-pronged agenda for states and the federal government to help the 22 percent of children living in poverty and eliminate what the commission calls a "staggering" achievement gap. Three years in the making, the new report released today stems from a 2010 congressional directive to the U.S. Department of Education, which created the Equity and Excellence Commission

Charter Schools' Discipline Policies Face Scrutiny EdWeek: As the number of charter schools continues to grow, one facet of their autonomy—the ability to set and enforce independent disciplinary standards—has raised difficult questions about whether those schools are pushing out students who pose behavior or academic challenges and how their policies affect regular public schools.

Teachers training teachers: It works in California school district NBCNews: Jandella Faulkner is a teaching coach in the Long Beach, Calif., school district. Her job is to train a select group of teachers at Edison Elementary, including Jennifer Larsen, in a new literacy curriculum called Write From The Beginning.  It’s part of a district-wide training system that relies on teachers working with each other to improve classroom practices. 

'Warnings From the Trenches' InsideHigherEd: Part swan song, part favor for a friend, Ken Bernstein’s letter to college professors upon his retirement from teaching high school government is generating buzz in higher education. Called “Warnings From the Trenches," the piece alerts professors to the generation of No-Child-Left-Behinders they’ve begun to inherit in their classrooms and what standardized test-driven K-12 educations will mean for college-level teaching and learning.


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