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"Coding is the new creative tool. Hands-on play is the key to understanding the concepts of coding. Dash & Dot unlock your kid's creativity and bring imagination to life."

"The Black Lemonade Project is a culturally-based program that utilizes an empowerment curriculum to guide and support intentional conversations about current challenges facing urban parents."

Infusing Literacy and Math into ALL Classrooms to Implement Whole School Reform Sue Szachowicz Sue Szachowicz Principal, Brockton High

From Alberta schools in Canada

"the research, which involved tracking nearly 800 students for two decades, suggests that specific social-emotional skills among young children can be powerful predictors for success later in life."

"Effective instructional leaders don't just focus on student learning. They relentlessly search out and interrogate evidence of that learning."

"We talk a lot about the growth mindset but our actions may be counterproductive to putting it into action. A growth mindset is so vitally important for adults and students. Adults need to have that mindset for their own growth but more importantly for the growth of their students. Talking about the growth mindset is not good enough. Our actions are where the rubber hits the road. If we believe the growth mindset is important, and believe that it should have a higher effect size, then we need to follow up with the actions to make it happen. "

Mr. Beat is a teacher who makes educational videos about social studies and attempts to incorporate music into almost every lesson he creates. He has written songs about all of the Presidents and has created music videos for all of them."

"Supportive relationships with adults at school and in the community can play a buffering role, the study found, increasing the chances that at-risk young people will stay in school - or go back to school after dropping out - despite the challenges they face. Those conclusions are based on a nationwide survey of more than 2,800 young people, nearly half of whom had dropped out at some point, along with focus-group interviews with more than 100 young people in eight cities."

"An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities -- independent work and group work, with some activities related to the lesson and others focusing on different course content. As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students."

Additional information to parents about their child's missing assignments and grades helps parents motivate their children more effectively and changes parents' beliefs about their child's effort in school. Parents also become more aware that their child does not tell them enough about their academic progress. These mechanisms drive an almost .20 standard deviation improvement in math standardized test scores and GPA for high school students. T

"As researchers Ben Castleman and Lindsay Page have shown, a few short text messages to an incoming freshman can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out."

When people perceive themselves as similar to others, greater liking and closer relationships typically result. In the first randomized field experiment that leverages actual similarities to improve real-world relationships, we examined the affiliations between 315 ninth grade students and their 25 teachers. Students in the treatment condition received feedback on five similarities that they shared with their teachers; each teacher received parallel feedback regarding about half of his/her ninth grade students. Five weeks after our intervention, those in the treatment conditions perceived greater similarity with their counterparts. Furthermore, when teachers received feedback about their similarities with specific students, they perceived better relationships with those students, and those students earned higher course grades. Exploratory analyses suggest that these effects are concentrated within relationships between teachers and their "underserved" students. This brief intervention appears to close the achievement gap at this school by over 60%.

Parent checklist from USDOE

"Do you have high expectations for your students? I've never met a teacher who said, "I have low expectations for my students." The challenge is that we sometimes have hidden low expectations of certain students."