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High achieving students are just as desperate as any other students for good teachers to help them progress. Strategies to meet the needs of advanced learners are provided in this article. Rakow, S. (2007). All means all: Classrooms that work for advanced learners. Middle Ground, 11(1), 10-12.

The report was written by Linda Darling-Hammond and a team of researchers from the Stanford University School Redesign Network. It examines what research has revealed about professional learning that improves teachers' practice and student learning. The report describes the availability of such opportunities in the United States and high-achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades.

Students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into the larger instructional environment. Chappuis, S., & Stiggins, R. (2008). Finding balance: Assessment in the middle school classroom. Middle Ground, 12(2), 12-15.

This special report uses video interviews and other Web-based media to tell the story of America's decades-long struggle with improving our students' proficiency in math. It looks at international comparisons of student performance in math, and (here in the U.S.) at teacher preparation, the value of technology to math learning, and the importance of quantitative literacy as a foundation not only for work in science and technology, but also for a future as a problem-solver and an engaged citizen in today's world.