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75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit.

Tony Wagner, the Harvard-based education expert and author of “The Global Achievement Gap,” explains it this way. There are three basic skills that students need if they want to thrive in a knowledge economy: the ability to do critical thinking and problem-solving; the ability to communicate effectively; and the ability to collaborate.

Wagner thinks we should create a West Point for teachers: “We need a new National Education Academy, modeled after our military academies, to raise the status of the profession and to support the R.& D. that is essential for reinventing teaching, learning and assessment in the 21st century.”

Fifty percent of sophomores reported that they had not taken a single course the prior semester that required more than 20 pages of writing over the course of the semester; One-third did not take a single course the prior semester that required, on average, more than 40 pages of reading per week.

Today’s students are spending … half of what they did several decades ago

Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready?

, in a world where computers are taking more and more of the jobs, what is it that humans most need to learn? It probably isn't primarily memorizing facts or figures, or simple rules for problem solving.

An immediate answer is that more of us need to get better at building and interacting with software tools.

the growing movement in education to focus on building social and emotional competencies.

Instructional Aid 1.1: Seven Strategies of Highly Effective Readers

Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information Summarizing Restating the meaning of text in one's own words — different words from those used in the original text Visualizing-Organizing

Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text