We know that our students of color experience educational inequities. Within those populations of marginalized students, however, exist students who are even further marginalized; English learners and/or students with learning and thinking differences frequently do not experience integrated supports during their instruction.
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In a three-year period, instruction at Ardmore Elementary has completely transformed and students are making incredible academic progress year over year. We spoke with three fifth-grade teachers—Mireya Frederick, Alissa Zaghian, and Lisa Symonds—to learn more about their progress and what’s driving success at Ardmore.
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After putting scholars at the center of their vision for instructional excellence over the last year, school leaders in Far Rockaway, NY have seen strong student achievement and improved school culture.
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As teachers and leaders work to close the ever-widening literacy gap, are they actually engaging in practices that further inequities for our most vulnerable students?
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Virtual learning has afforded students, teachers and leaders at one school in Denver, CO the opportunity to reflect on their role in the teaching and learning process. Here are the practices school leaders prioritized over the last year, the impact those practices have had, and the lessons learned each of them will carry back as they look to return to in-person learning.
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At a time when it’s all hands on deck in education, one school district in Irving, TX is enlisting the support of their teacher-leaders to help develop and lead strategies to drive family engagement as they work to do right by their students. Find out what they’re doing!
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