Group items tagged

Although many students learn about the historical struggles to desegregate schools in the civil rights era, segregation as a current reality is largely absent from the curriculum.

integration is still one of the most effective tools that we have for achieving racial equity.”

Based on civil rights data released by the United States Department of Education, the nonprofit news organization ProPublica has built an interactive database to examine racial disparities in educational opportunities and school discipline. In this activity, which might begin a deeper study of school segregation, you can look up your own school district, or individual public or charter school, to see how it compares with its counterparts.

Only a tiny number of black students were offered admission to the highly selective public high schools in New York City in 2019, raising the pressure on officials to confront the decades-old challenge of integrating New York’s elite public schools.

School districts that predominantly serve students of color received $23 billion less in funding than mostly white school districts in the United States in 2016, despite serving the same number of students, a new report found.

Segregation still persists in public schools more than 60 years after the Brown v. Board of Education decision.

Elaine Swafford was hired as CGLA’s executive director in 2012 and given less than a year to transform the then-failing school, which had launched several years earlier as the state’s first single-gender public charter school and then tanked.

Math proficiency was in the single digits. Few students had solid prospects for the future.

. Last year, the school achieved a 93 percent graduation rate and nearly every graduate went on to college.

Over the last decade, new research has increasingly suggested that strong school leaders are a crucial component of success, and even that turning around failing schools is virtually impossible without a strong leader at the helm.

On an adjoining wall, hundreds of magnets bearing individual names track each girl’s proficiency in a range of subjects, from below basic to advanced.

When she took over, half of the school’s teachers turned over after she informed the staff they would need to reapply for their jobs.

Swafford’s way of thinking is based on the idea that if she can’t deliver the well-rounded education both in and out of the classroom that middle-class kids get, her students will never catch up to their more affluent peers

Each student at CGLA is assigned an adult mentor and Swafford recently hired a college-access counselor to help students work through the federal financial-aid application and to stay connected with recent graduates

After she recently discovered that 85 of the school’s 350 students don’t have internet access at home, Swafford set about securing a hotspot for each wifi-less child.

The school receives some extra funding from the government because it serves such a high number of low-income students, but it’s not nearly enough to pay for all of the programs the school offers, so Swafford has gotten very good at raising money

Twenty-nine percent of the school’s budget is from fundraising, she told me, which helps fill a $4,500-per-student gap in funding.

Teachers are expected to believe that every child is capable of success and then help them achieve it by doing whatever it takes, regardless of any obstacles

The school recently implemented “grit” grading, and, Swafford acknowledged unapologetically, “everybody’s not happy about it.”

“grit” grading

What set Donald Trump apart, wrote the University of Texas historian Jeffrey Tulis to The New York Times, is that “no other previous major party presidential candidate has felt so unconstrained by … constitutional norms.”

A former top aide to President George W. Bush wrote that in the Republican nominee, “we have reached the culmination of the founders’ fears: Democracy is producing a genuine threat to the American form of self-government.”

Public schools are failing at what the nation’s founders saw as education’s most basic purpose: preparing young people to be reflective citizens who would value liberty and democracy and resist the appeals of demagogues

the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment.

the bipartisan education manta has been that education should prepare students to be “college-and-career  ready,” with no mention of becoming thoughtful democratic citizens

The Founders wanted voters to be educated so they could discern serious leaders of high character from con men who do not have the nation’s interests at heart. Beyond that, public education in the United States was also meant to instill a love of liberal democracy: a respect for the separation of powers, for a free press and free religious exercise, and for the rights of political minorities. Educating common people was the answer to the oligarchs who said the average citizen could not be trusted to choose leaders wisely.

Horace Mann, saw public education as the bedrock of the country’s democracy. He wrote: “A republican form of government, without intelligence in the people, must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one.” Teachers, the Supreme Court Justice Felix Frankfurter wrote, should be regarded “as the priests of our democracy.”

Yet in recent years, democracy has been given short shrift in American public schooling in two important respects: the curriculum that is explicitly taught to students does not place democratic values at the center

and the “hidden” curriculum of what students observe on a daily basis no longer reinforces the importance of democracy. The failure of schools to model democracy for students is critical

With the rise of economic globalization, educators have emphasized the importance of serving the needs of the private marketplace rather than of preparing citizens for American democracy.

the Founders were deeply concerned with finding ways to ensure that their new democracy, which through the franchise provided ultimate sovereignty to the collective views of average citizens, not fall prey to demagogues. The problem of the demagogue, the Founders believed, was endemic to democracy, and they saw education as the safeguard of America’s system of self-governance.

In a telling sign, in 2013, the governing board of the National Assessment for Educational Progress dropped fourth- and 12th-grade civics and American history as a tested subject in order to save money.

Likewise, in recent years, promoting democratic values in the school environment itself by respecting the voices of parents and teachers alike—a sort of "implicit curriculum"—has not been a priority

Reformers didn’t like the influence teachers’ unions exercised in democratic elections, so they advocated for market-driven reforms that would reduce the influence of elected officials such as non-unionized charter schools, as well as for state takeovers of urban districts.

Civics literacy levels are dismal. In a recent survey, more than two-thirds of Americans could not name all three branches of the federal government.

Education Secretary John King said only a third of Americans could identify Joe Biden as the vice president or name a single Supreme Court justice. Far worse, declining proportions say that free elections are important in a democratic society.

When asked in the World Values Survey in 2011 whether democracy is a good or bad way to run a country, about 17 percent said bad or very bad, up from about 9 percent in the mid-1990s.

Among those ages 16 to 24, about a quarter said democracy was bad or very bad, an increase from about 16 percent from a decade and a half earlier. Some 26 percent of millennials said it is “unimportant” that in a democracy people should “choose their leaders in free elections.”

Among U.S. citizens of all ages, the proportion who said it would be “fairly good” or “very good” for the “army to rule,” has risen from one in 16 in 1995, to one in six today.

a June 2016 survey by the Public Religion Research Institute and the Brookings Institution found that a majority of Americans showed authoritarian (as opposed to autonomous) leanings.

Moreover, fully 49 percent of Americans agreed that “because things have gotten so far off track in this country, we need a leader who is willing to break some rules if that’s what it takes to set things right.”

in 2016, the United States elected as president an individual whom the Brookings Institution Scholar Robert Kagan called “the most dangerous threat to U.S. democracy since the Civil War.”

schools need to put democracy back into education. Rigorous courses in history, literature, and civics would cultivate knowledge of democratic practices and a belief in democratic values.

In addition to teaching democratic values directly, what if educators and policymakers thought more carefully about addressing what is taught to students implicitly through how they choose to run schools? Are parents and community members a part of decision-making or are they shut out by state takeovers and billionaire philanthropists call the shots?

a growing number of school districts (including Rochester) are also promoting democratic values through socioeconomic and racial school integration of student bodies at the school and classroom levels. Integrated learning environments underline the democratic message that in America, everyone is equal. By contrast, when American schoolchildren are educated in what are effectively apartheid schools—divided by race and class—the democratic message of equal political rights and heritage is severely undermined.

demagogues can more effectively inflame passions against “others”—Muslims, Mexican immigrants, or African Americans—when, growing up, white Christian schoolchildren do not personally know many members of these groups. A large body of research finds that integrated schools can reduce prejudice and racism that stems from ignorance and lack of personal contact

L.A. Mayor Eric Garcetti and Police Chief Charlie Beck defended the decision to close the schools, saying investigators did not know at the time whether the threat was legitimate.

He said the email included all Los Angeles Unified schools and mentioned explosive devices, “assault rifles and machine pistols.”

The district called and texted parents early Tuesday morning to alert them that schools would be closed — the first systemwide closure since the Northridge earthquake in 1994.

Still, he added, the person did have a knowledge of Southern California, and the threat could not be immediately discredited.

Alan Glasband, a substitute teacher at San Pedro High School, said he and several other instructors had not received notifications. He said he heard about the bomb threat through a text from a friend.Another friend, he said, had driven from his home in Norwalk to Orville Wright Middle School near Los Angeles International Airport before he heard the news.

By midday, elected officials briefed by law enforcement said the threat did not appear to be credible.Rep. Brad Sherman (D-Los Angeles), a senior member of the House Foreign Affairs committee, said the email lacked “the feel of the way the jihadists usually write.”

Sherman said the roughly 350-word message did not capitalize Allah in one instance, nor did it cite a Koranic verse. He said the elements of the threatened attack also seemed unlikely, such as the claim that it would involve 32 people with nerve gas.“There isn’t a person on the street who couldn’t have written this,” with a basic level of knowledge of Islam, Sherman said. “Everybody in Nebraska could have written this.”

Although the school district could technically be subject to a loss of $29 million in per-pupil funding for closing campuses, state Supt. of Public Instruction Tom Torlakson said that he is certain the district would not be docked those funds.

The FBI is working to determine where the email originated and who wrote it. Officials said it was routed through Germany but probably came from somewhere closer.

The data, however, tell a few other stories that suggest the nation's schools have a long way to go to emerge from the shadow of this pandemic.While 42% of students attended schools that offered fully in-person learning, just 33% of students chose to return full time. The fact is, many families in communities hit hard by COVID-19 remain reluctant to send their children back to school, even if those schools have reopened.

What's more, the reopening has been inequitable. Students of color are much more likely to be learning remotely than white students — both because many families of color say they feel less comfortable sending their children back to school at this moment but also because, according to the data, city schools that serve large and diverse student groups are less likely to be open than largely white, rural districts.

As a result, nearly half of white fourth-graders were back in school full time — that's compared with 15% of Asian, 28% of Black and 33% of Hispanic fourth-graders.

“This is the first case in the nation to seek a constitutional right to an anti-racist education,” said Mark Rosenbaum, one of the lawyers suing the city and state.

In the Detroit case, a federal court found last year that the district had been so negligent toward the educational needs of students that children had been “deprived of access to literacy.” The court then declared that public school students had a constitutional right to an adequate education. The plaintiffs later reached a settlement with Gov. Gretchen Whitmer of Michigan to fund more literacy programs in the Detroit public schools.

The city’s gifted and talented classes for elementary school students are about 75 percent white and Asian-American, and there are relatively few gifted programs located in predominantly Black and Latino neighborhoods. White students, who make up just 15 percent of the overall district, are starkly overrepresented in selective middle and high schools.

“We absolutely think that all students across the country have a right to an anti-racist education,” Ms. Savage said, noting that the extent of New York’s segregation made it a “particularly powerful place” to bring the lawsuit.

The plaintiff’s request for relief includes the elimination of selective admissions processes for all grade levels, which would amount to the most dramatic change to the city’s school system in decades.

When I asked a high school senior I know about what was missing in his diversity, equity and inclusion training at his private school, he said that often what was left out was “a basic focus on decency and empathy.” Kids want to know how to talk to their friends openly, he said, and they just don’t want to be jerks.

Private schools find themselves now at an existential moment. Over the past few decades, as they have become dominated by wealthier and wealthier families, they have found themselves more and more beholden to the habits of modern corporate culture, which has had a long love affair with consultants and the outsourcing of difficult problems.

The problem, though, is that consultants often present a blanket approach that fails to recognize the particulars of an institutional culture; the language deployed from one school (or company) to another is scarcely any different. Everything begins to sound as though it has its origins in Oz — inauthentic and alienating.

The roots of all this chaos extend, more or less, to late last summer, as parents from Chilmark to Amagansett laid down their tennis gear, poured their Negronis and banged out angry emails to administrators and trustees, apoplectic that a $55,000 annual tuition might not guarantee that their children would receive in-person daily learning. Once the academic year got underway — with far more live classroom instruction than the city’s public schools — there were new dissatisfactions to nurture.

Over the summer, Black alumni and parents at some of the country’s most prestigious independent schools took to Instagram to document deeply troubling experiences with prejudice at the hands of teachers, students, families. Many stories came not from the long-ago past but from the annals of recent history.

Whether consultants were directly involved or not, it soon became clear that not all parents were on board with the new order

The new programming seemed designed to divide and provoke guilt, they maintained, forcing white children to feel bad about being white.

After the letter became public, Mr. Davison, the head of school, put together a committee to bring voices from all sides of the debate together

Mr. Rossi’s letter argued that students and teachers at Grace did not feel free to challenge a new language or ideology. When he did, he was reprimanded for “acting like an independent agent of a set of principles or ideas or beliefs,”

In a conversation I had with Mr. Davison last weekend, he was very frank about the imperfect nature of the changes at Grace. “We were in the process of developing programming faster than they we ever had before,’’ he told me. “Whenever you build something quickly, you don’t always see all the pieces. The ones who are going to help you build it the most quickly are the true believers,” he said. But the truest believers are not always those in the best position to advance change without fear. “We need to be better at communicating those things. We need to get more opinion.”

he was joined by a math teacher named Paul Rossi, who had composed a letter of his own, seemingly to the nation at large, laying out his objections to the way that his employer, the Grace Church School in Lower Manhattan, was going about the business of changing its culture around race. Mr. Rossi’s note lacked the hysterical tone of Mr. Gutmann’s. It raised valid concerns about the squelching of free thought.

Thanks to Fox News and all the other outlets dedicated to the notion that elite liberal institutions have abandoned any hope of sanity in the name of social revolution, Mr. Gutmann soon became a minor celebrity on the right — which might have been the whole point.

Within a period of roughly 92 hours during the week of April 11, the news coming from the Ivy League training grounds hit observers with the pace of an angry linebacker tearing in from the blindside.

CPS also agreed to two years of ongoing oversight of the anti-bullying program.

In January, a three-judge panel from the 6th US Circuit Court of Appeals rejected CPS' motion to dismiss the lawsuit.

The boy's parent's provided "multiple examples of specific instances" in which school officials "withheld information regarding Taye's safety and wellbeing" and failed to punish the students that attacked Taye,

"This Court finds their behavior, as alleged, to be egregious and clearly reckless, thus barring them from the shield of government immunity," Bouie Donald wrote.

At the center of the suit was security footage from two days before Taye's death, in which the boy is seen falling unconscious at school.

The lawsuit alleged that the school knowingly withheld the bathroom incident from the boy's parents.School officials maintained that a school nurse called his mother to pick Gabriel up from school and take him to the hospital.

If agreed to, the settlement will require the district to improve its efforts to track individuals involved in repeat incidents of bullying, as well as locations in the school where repeat instances of bullying take place.

The proposed settlement also calls for "placing an appropriate memorial" to Gabriel at Carson Elementary School.The Cincinnati Board of Education is expected to hold a vote Monday night that, if it passes, will finalize the proposed settlement.

Republicans have moved to galvanize crucial groups of voters around what the party calls “parental rights” issues in public schools, a hodgepodge of conservative causes ranging from eradicating mask mandates to demanding changes to the way children are taught about racism.

education rocketed to the top of voter concerns in the final weeks of the race, narrowly edging out the economy.

He attacked critical race theory, a graduate school framework that has become a loose shorthand for a contentious debate on how to address race.

teachers’ unions, unresponsive school boards, quarantine policies and the instruction parents saw firsthand during months of remote learning.

they seemed unprepared to counter the wider outpouring of anger over schools.

The trend was most evident in Mr. Youngkin’s improvement over former President Donald J. Trump’s performance in the Washington suburbs, which include a mix of communities with large Asian, Hispanic and Black populations.

the strategy was ripe for replicating in races across the country.

While the conservative news media and Republican candidates stirred the stew of anxieties and racial resentments that animate the party’s base

Many of those effects were borne most heavily by key parts of the Democratic base, including women and Black and Latino families.

Black parents upset over the opposition of teachers’ unions to charter schools; and suburban mothers of all races who were generally on edge about having to juggle so much at home over the last year and a half.

exploited similar lines of attack but beat it back by leaning into vaccination and mask mandates in schools.

But the election results suggested that Republicans had spoken about education in ways that resonated with a broader cross-section of voters.

They also need to be prepared to assert the value of public education in terms of a place where there’s a common curriculum and common set of values that most voters agree are the right ones for public schools.

“The unwillingness to engage in this was a big mistake, and it will be in 2022, too.”

“Critical race theory isn’t being taught, but we need to actually tell people what is being taught and why this is a strategy to prevent our kids from learning about all of our history,”

National and state union leaders drew public ire for slowing the reopening of schools even after teachers were given early access to vaccines.

But she also chided Democrats for their timidity, warning that tough conversations were needed to rebuild trust between parents and their schools.

education in Virginia and nationwide has continued to be disrupted by occasional quarantines and classroom closures to contain the coronavirus.

While some parents supported the cautious approach — driven by teachers’ unions, school boards and some administrators — others became frustrated and angry, especially in suburban counties like Fairfax and Arlington.

Think about the lives lost.Think about the teachers.Think about the children.They were family, friends, and loved ones.And a gun killed them all.It was only last week that we posted a similar prompt in response to the racist massacre in Buffalo. Like all of our student forums, this one will be moderated.

Students might find their own ways to respond, perhaps through writing or art. It may also be helpful to look at how victims of other tragedies have been memorialized, in ways big and small. For example: The 26 playgrounds built to remember the children of Sandy Hook; the memorial for the Oklahoma City bombing, with its “field of chairs,” including 19 smaller ones for the children who lost their lives; and the New York Times Portraits of Grief series, which profiled those lost in the Sept. 11 terrorist attacks. Here are more examples, from the El Paso Times. In what ways can your students or school respond, individually or collectively?

Above all, we want you to know we are listening. If it helps your students to share their thoughts and feelings publicly, we have a space for that. And if teachers or parents have thoughts, ideas, questions, concerns or suggestions, please post them here.

The authors of the 2018 Times article described how the Parkland shooting moved students around the country to become more involved in activism. Do you think something similar will happen in the wake of the shooting in Uvalde, Texas? Why or why not? How do you think school shootings are shaping the generation of students who are in school right now?Invite your students to weigh in here.

Democrats moved quickly to clear the way for votes on legislation to strengthen background checks for gun purchasers. Republicans, even as they expressed horror about the shooting, did not signal that they would drop their longstanding opposition to gun safety measures. Gov. Greg Abbott of Texas pointed the blame at Uvalde’s lack of mental health care, even though the suspect had no record of problems.

Which efforts might be the most effective? Students might also take a look at the forum on guns we posted during the 2016 election as part of our Civil Conversation Challenge in which we invited teenagers to have productive, respectful conversations on several issues dividing Americans. We received more than 700 responses to the questions we posed about gun rights, the Second Amendment and more.

This article takes on three of the most prominent rumors that have spread via online platforms such as Twitter, Gab, 4chan and Reddit and explains why they are false. What rumors are your students seeing in their feeds, and what steps can they take to find out the truth? From double-checking via sites like Snopes to learning habits like lateral reading, this article (and related lesson plan) has suggestions.

While the town of Uvalde grapples with the aftermath of the shooting, community members, local leaders and organizations have mobilized. Two local funeral homes said in social media posts that they would not charge families of victims for their funeral services. Volunteers have lined up to give blood for the shooting victims.

One 12th-grade student in Kabul said the decision had stamped out her last bit of hope that she could achieve her dream of becoming a lawyer.

“Education was the only way to give us some hope in these times of despair, and it was the only right we hoped for, and it has been taken away,” the student, Zahra Rohani, 15, said.

On Monday, the Ministry of Education had announced that all schools, including girls’ high schools, would reopen on Wednesday at the start of the spring semester. The following day, a Ministry of Education spokesman released a video congratulating all students on the return to class.

Mehrin Ekhtiari, a 15-year-old student in 10th grade, said she and her classmates were shocked when a teacher announced the news to the classroom on Wednesday morning.

“My hope was revived after eight months of waiting,” she said, adding later that the announcement had “dashed all my dreams.”

In recent months, the Taliban had also come under mounting pressure to permit girls to attend high school from international donors, aid from which has helped keep Afghanistan from plunging further into a humanitarian catastrophe set off by the collapse of the former government and Western sanctions that crippled the country’s banking system.

. He attributed the decision to a lack of a religious uniform for girls and the lack of female teachers for girls, among other issues.

Many principals and teachers said they only received the new instructions from the ministry after students had already arrived for classes Wednesday.

The move came a little more than a week before a pledging conference where the United Nations had hoped donor countries would commit millions of dollars in badly needed aid, as Afghanistan grapples with an economic collapse that has left over half of the population without sufficient food to eat. It is unclear whether donors will be willing to contribute following the Taliban’s abrupt reversal on the key commitment of girl’s education.

The Taliban on Wednesday abruptly reversed their decision to allow girls’ high schools to reopen this week, saying that they would remain closed until officials draw up a plan for them to reopen in accordance with Islamic law.

When schools reopened in September for grades seven through 12, Taliban officials told only male students to report for their studies, saying that girls would be allowed to return after security improved and enough female teachers could be found to keep classes fully segregated by sex.

Later, Taliban officials insisted that Afghan girls and women would be able to go back to school in March, and many Western officials seized on that promise as a deadline that would have repercussions for the Taliban’s efforts to eventually secure international recognition and the lifting of at least some sanctions.

“I’m deeply troubled by multiple reports that the Taliban are not allowing girls above grade 6 to return to school,” tweeted Ian McCary, the chief of mission for U.S. Embassy Kabul, currently operating out of Doha, Qatar. “This is very disappointing & contradicts many Taliban assurances & statements.”

At one girls’ private high school in Kabul, more female students had arrived for classes Wednesday morning compared to previous years, the school’s principal said in an interview.

“They came to my office, crying,” said the principal,

The decision “doesn’t make sense at all, and it has no logic,” the principal added, noting that the new government has had over seven months to design a new uniform and address the teacher shortage.

Since seizing power, the Taliban have been reckoning with the need for consistent policies while struggling to tread a delicate line that satisfies their more moderate members, their hard-line base and the international community.

The sudden reversal on the girls’ secondary schools seemed to validate existing concerns among Western donors that, despite assurances, they are dealing with much the same Taliban as the 1990s.

“The Taliban have been solidifying their position and becoming hard-line on a lot of issues,” Mr. Bahiss said.

In recent months, the new government has issued restrictions on local media and cracked down on peaceful protests. Taliban officials have also issued new restrictions on women, including a ban on traveling farther than 45 miles in a taxi unless they are accompanied by a male chaperone.

“You can’t exercise your other rights if you can’t leave your house to attend your job or attend education classes,” Ms. Barr said. “It’s a really alarming sign of what may be to come, it’s likely to herald further crackdowns on women.”

“It’s throughout all the private schools here,” said DeAnsin Parker, a New York psychologist who treats many adolescents from affluent neighborhoods like the Upper East Side. “It’s not as if there is one school where this is the culture. This is the culture.”

The D.E.A. lists prescription stimulants like Adderall and Vyvanse (amphetamines) and Ritalin and Focalin (methylphenidates) as Class 2 controlled substances — the same as cocaine and morphine — because they rank among the most addictive substances that have a medical use.

The number of prescriptions for A.D.H.D. medications dispensed for young people ages 10 to 19 has risen 26 percent since 2007, to almost 21 million yearly, according to IMS Health, a health care information company — a number that experts estimate corresponds to more than two million individuals.

While these medicines tend to calm people with A.D.H.D., those without the disorder find that just one pill can jolt them with the energy and focus to push through all-night homework binges and stay awake during exams afterward. “It’s like it does your work for you,”

But abuse of prescription stimulants can lead to depression and mood swings (from sleep deprivation), heart irregularities and acute exhaustion or psychosis during withdrawal, doctors say. Little is known about the long-term effects of abuse of stimulants among the young

the pills eventually become an entry to the abuse of painkillers and sleep aids.

“Once you break the seal on using pills, or any of that stuff, it’s not scary anymore — especially when you’re getting A’s,” said the boy who snorted Adderall in the parking lot. He spoke from the couch of his drug counselor, detailing how he later became addicted to the painkiller Percocet and eventually heroin.

“Children have prefrontal cortexes that are not fully developed, and we’re changing the chemistry of the brain. That’s what these drugs do

merely giving a friend an Adderall or Vyvanse pill is the same as selling it and can be prosecuted as a felony.

Doctors and teenagers from more than 15 schools across the nation with high academic standards estimated that the portion of students who do so ranges from 15 percent to 40 percent.

“These are academic steroids. But usually, parents don’t get the steroids for you.”

“They’re the quote-unquote good kids, basically.”

After 30 minutes, the buzz began, she said: laser focus, instant recall and the fortitude to crush any test in her path.

“It wasn’t that hard of a decision. Do I want only four hours of sleep and be a mess, and then underperform on the test and then in field hockey? Or make the teachers happy and the coach happy and get good grades, get into a good college and make my parents happy?”

Madeleine estimated that one-third of her classmates at her small school, most of whom she knew well, used stimulants without a prescription to boost their scholastic performance. Many students across the United States made similar estimates for their schools, all of them emphasizing that the drugs were used not to get high, but mostly by conscientious students to work harder and meet ever-rising academic expectations.

Every school identified in this article was contacted regarding statements by its students and stimulant abuse in general. Those that responded generally said that they were concerned about some teenagers turning to these drugs, but that their numbers were far smaller than the students said.

This is one of the more vexing problems with stimulants in high schools, experts said — the drugs enter the schools via students who get them legally, if not legitimately.

Newer long-lasting versions like Adderall XR and Vyvanse allow parents to give children a single dose in the morning, often unaware that the pills can go down a pants pocket as easily as the throat. Some students said they took their pills only during the week and gave their weekend pills to friends.

She said many parents could push as hard for prescriptions as their children did, telling her: “My child is not doing well in school. I understand there are meds he can take to make him smarter.”

“They’re the A students, sometimes the B students, who are trying to get good grades,”

Asked if the improper use of stimulants was cheating, students were split. Some considered that the extra studying hours and the heightened focus during exams amounted to an unfair advantage. Many countered that the drugs “don’t give you the answers” and defended their use as a personal choice for test preparation, akin to tutoring.

One consensus was clear: users were becoming more common, they said, and some students who would rather not take the drugs would be compelled to join them because of the competition over class rank and colleges’ interest.

“Junior and senior year is a whole new ballgame,” the boy said. “I promised myself I wouldn’t take it, but that can easily, easily change. I can be convinced.”

How did we get here? The problem is surely not poor teaching. Rather, it is the stuff that teachers are expected to do, which is the product of an unholy alliance between well-meaning politicians and educationalists, not forgetting over-mighty examination boards.

Such initiatives from above provided the proponents of a so-called new history with a golden opportunity to reshape historical education. Historical "skills" such as source analysis, they argued, should be elevated above mere factual knowledge. And "discovery" by children should count for more than dusty old pedagogy.The result was a national curriculum designed to instil in schoolchildren all kinds of "key concepts" like "chronological understanding", "cultural, ethnic and religious diversity", "change and continuity", "cause and consequence", "significance" and "interpretation".And these were to be taught with reference to an impressively wide range of subject matter.

The trouble is not so much with the theory as with the practice that has evolved in too many schools. As Ofsted admits in a damning passage on primary pupils, "some … found it difficult to place the historical episodes they had studied within any coherent, long-term narrative. They knew about particular events, characters and periods, but did not have an overview. Their chronological understanding was often underdeveloped and so they found it difficult to link developments together."

In fact, as the inspectors concede elsewhere, in 28 of the 58 secondary schools they visited, "students' chronological understanding was not sufficiently well developed: they had … a poor sense of the historical narrative". This is hardly a minor deficiency. It's a bit like saying that maths is a successful subject in British schools, apart from the fact that pupils in half of schools can't count.

Commenting on a not untypical primary curriculum, the authors of History for All say that "its principal weaknesses are the disconnected topics and the potential for the pupils to be left with a fragmented overview". You can say that again. Consider this list of topics spread in this order over four years:

The word smorgasbord doesn't really do justice to this random assortment. Lost, as Simon Schama has justly lamented, is the "long arc of time", to be replaced by odds and sods.

As part of its biennial school health profile, the CDC asked all states to survey school health educators on what they teach to students when it comes to sex. Ultimately, 44 states had enough respondents to be included in the data, which also looked at certain large urban school districts and U.S. territories.

The survey listed 16 recommended topics as critical to sexual health, falling under four broad subject areas: HIV prevention, STD prevention, pregnancy prevention and information on sexuality.

The findings offer a glimpse inside thousands of classrooms to reveal that what gets taught about sex — often decided at the district level — varies widely nationwide.

For example, the study found that Kentucky had the lowest rate of the states surveyed for teaching middle schoolers the full range of recommended material, at just under 4 percent. North Carolina had the highest rate for middle schoolers, with over 45 percent.

In high school, the gap is even wider. In New Jersey, 9 out of 10 high school students receive the full list of recommended topics. Arizona was lowest in the survey, with fewer than 1 in 5 students.

Zaza says there's a variety of reasons why sex education is sometimes put on the back burner, including a lack of time or qualified staff, or restrictive policies.

Young people are a high-risk population when it comes to sexual health: Nearly half of high school students say they have had sex, and half of all new sexually transmitted infections occur in people ages 24 and younger.

Ms. DeVos had almost no experience in public education and was clearly disinterested in the department’s mission. Mr. Cardona worked his way up from teacher to principal to education commissioner of Connecticut.

Given these realities, the new education secretary — whoever he or she turns out to be — should resist calls to put off annual student testing.

The Education Department should also recognize that this pandemic will not be the last one. That means developing a list of best practices and strategic schools plans that can be swiftly rolled out when another medical crisis occurs with a different infectious agent.

the new education commissioner needs to revoke a series of department communiqués that had the effect of letting school districts off the hook for discriminatory disciplinary practices and other potential violations of civil rights law.

The DeVos administration sold out to predatory for-profit colleges and their various abettors within a nanosecond of taking office.

new education secretary can begin rule-making processes where necessary and inform the courts that it will no longer defend against lawsuits filed by state attorneys general and others who have dogged the DeVos department in court for buddying up to the for-profit industry and attacking student borrowers who deserve to have their student loans forgiven because they were defrauded by career education programs.

a lawsuit filed by 22 states and the District of Columbia charging that Ms. DeVos unlawfully rescinded an Obama-era rule that allowed students who had been defrauded by career colleges to have their federal loans forgiven.

Ms. DeVos disregarded a scathing indictment by her department’s career staff, reinstating an accrediting body that had been stripped of its authority for exercising lax oversight.

“It sends the message that Germany lost control of the pandemic entirely,” Melissa said. “The schools got sacrificed because they failed to lock down everything else strictly enough.”

The coming weeks are now especially uncertain for schools. Germany, a country long committed to data privacy, has not leaned into online learning software, which makes a transition to remote learning even more difficult.

Similar trends are playing out across Europe and the world.

Coronavirus-related deaths in young people are remarkably rare. Since the pandemic began, The Times has identified only about 90 deaths involving college employees and students out of more than 397,000 infections.

In the Netherlands, the Dutch prime minister is expected to announce a monthlong lockdown during which schools will close

In London, Mayor Sadiq Khan called for schools to close early for Christmas, even as Boris Johnson, the prime minister, fought to keep them open.

Employees at local businesses in Ithaca, N.Y., home to Cornell University, have started a petition to shut down indoor dining, receive hazard pay and maintain clear safety protocols

Student athletes at Harvard University struggled through a fall semester of at-home workouts and Zoom meetings, Alex Koller and Ema Schumer reported for The Harvard Crimson, the student paper.

Connie Chang’s daughter started the school year in distance learning. But without constant surveillance, she could move freely through the internet with relative ease.

She spoke with experts and shared a few tips for other parents worried about dialing back the digital overload. Some suggestions: Normalize digital play and respect your child’s need for communication, while teaching children how to navigate the internet as a literate user.

“A lot of people aren’t willing to talk about it,” Mr. Laske said. “When you’re part of a school community it makes you much more inclined to want to prevent things.”Soon after Amy Campbell-Oates, 16, heard about the Parkland shooting, she knew she wanted to try, in some small way, to influence the national discussion on gun violence. She and two friends organized a protest, made posters, and on Friday, they rallied with dozens of fellow students from South Broward High School.

Does your school conduct active-shooter drills or lockdown drills? If so, what are they like for you? Do they make you feel safer or more worried? Do you think these kinds of drills are a good idea?“The repetition of horror numbs the mind,” Thomas Fuller wrote in a recent Times article on the growing toll of gun violence. Have you ever felt this way? Do you think that, as a country, the United States is growing numb to these attacks? Why or why not?

Do you think we are reaching a turning point, or do you think school shootings will continue to occur with disturbing regularity in the United States? What makes you feel that way?

Chartouni misses that feeling of being trusted as a professional in Finland. There, after receiving her teaching timetable at the start of each school year, she would be given the freedom to prepare curriculum-aligned lessons, which matched her preferences and teaching style.

In general, U.S. public-school teachers report that they have the least amount of control over two particular areas of teaching: “selecting textbooks and other classroom materials” and “selecting content, topics, and skills to be taught.

Marc Tucker, the president and CEO of the National Center on Education and the Economy, suggested to me that the No Child Left Behind Act (NCLB), which he called “the inauguration of [America’s] accountability movement,” significantly affected how U.S. public-school teachers perceived their level of autonomy.

Under NCLB, America’s public schools needed to make adequate yearly progress, decided in large part by student performance on state standardized tests, or face serious consequences, such as school closures.

As a public-school educator in Tennessee, Chartouni is seeing how some accountability measures—ones that are unobserved in Finnish schools—have reduced her level of professional freedom.

” So, occasionally, Chartouni decides to assign easy bell work as she greets her exhausted students: “sit down, relax, and breathe.” (In Finland, students and teachers typically have a 15-minute break built-into every classroom hour.)

She described it as a rote job where she follows a curriculum she didn’t develop herself, keeps a principal-dictated schedule, and sits in meetings where details aren’t debated.

“I feel rushed, nothing gets done properly; there is very little joy, and no time for reflection or creative thinking (in order to create meaningful activities for students).”

“And the countries that give [teachers] more autonomy successfully are countries that have made an enormous investment in changing the pool from which they are selecting their teachers, then they make a much bigger investment than we do in the education of their future teachers, then they make a much bigger investment in the support of those teachers once they become teachers.

Along a number of divides, whether by race or poverty levels, children tend to live with more segregation than the population at large.

By 2010, income segregation was twice as high among families with children younger than 18 living at home as among households without them. That means that a typical childless household lives among more diverse neighbors from across the economic spectrum than does the typical family with children.

The nationwide phenomenon of rising income segregation is in effect the aggregate outcome of parents who can afford to jockeying for position for their kids

as income inequality has widened over this same time, the rich have more and more money to spend on the real estate arms race to get into wealthy neighborhoods, where everyone else is wealthy, too

Given that school quality is embedded in the high cost of housing in many communities

rising income inequality hasn't translated into the same residential sorting effect for households without children. That's perhaps because the childless rich — including so-called DINKs — are spending their greater wealth on other luxuries

it's also logical that households without children would decline to pay a premium for an amenity they don't plan to use.

Most real estate sites such as Redfin list grades for local schools right on the bottom of each property listing. So it's never been easier to make sure you're buying not only the best home, but also the public schools with the best standardized test scores

"We always think, well, we’re never going to have integrated schools as long as we have such highly segregated neighborhoods," she says. "I want to point out maybe we’ll never have integrated neighborhoods if we have segregated schools."

If we found ways to integrate schools — as former District Mayor Vincent C. Gray (D) controversially proposed two years ago — that might take some of the exclusivity out of certain neighborhoods.

Politically, the two topics that most enrage voters are threats to property values and local schools.  So either of these ideas — wielding housing policy to affect schools, or school policy to affect housing — would be tough sells.

At least, she says, we are all now talking more about inequality and segregation.

“We will sometimes talk about why don’t we have any white kids? We wonder what their schools are like. We see them on TV, with the soccer fields and the biology labs and all that cool stuff. Sometimes I feel I have to work harder because I don’t have all that they have. A lot of us think that way.”

She had been having trouble making friends. This year, her mother noticed a speech change. “She’s slacking off more to fit in,” Ms. Kingston said. “She’s saying: ‘I been there.’ ‘I done that.’ ” Amiyah confirmed this: “I speak a bit more freelance with my friends. Not full sentences. I don’t use big words. They hate it when I do that.” She said she had become more popular.

Amiyah’s parents are bothered by the abundance of white teachers. Her mother said: “What do they know of our lives? They may be good teachers, but what do they know? You’re coming from Milwaukee. You went to Harvard. Her dad complains about this all the time — what can they bring to these African-American kids? I’m trying to keep an open mind. I’m happy with the education.” Amiyah said, “The white teachers can’t relate as much to us no matter how hard they try — and they really try.”

She considers it a good school, but fears he doesn’t learn racial tolerance. “At Explore he can’t compare to anything,” she said. “He won’t know how to communicate with other races. He won’t know there is a difference. I think color will always be the first thing he sees.”