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The Expanded Exchange

Science + More Time = Stronger Results

Saskia Traill
Monday, April 9, 2012
David Farbman, Senior Researcher at the National Center on Time & Learning, discusses how more school time and better science education are inextricably linked. Read full post

“Expanding” or “Extending” School Time?

Jess Tonn
Monday, April 9, 2012
What difference does it make? Take a look at two blog posts I read today. Read full post

Weekly Roundup for April 6, 2012

Rebecca Forbes
Friday, April 6, 2012
Here’s a mix of the old and the new: A NYC kindergarten class Tweets the activities of their day, delighting their family followers. Read full post

Stuck in the Middle

Christopher Caruso
Thursday, April 5, 2012
As in many parts of the country, NYC middle schools are struggling to effectively educate our adolescents. Last September, responding to the fact that middle school students are underperforming—less than 40 percent of 8th graders are currently at or above proficiency on standardized reading and math exams—NYC Schools Chancellor Dennis Walcott announced a targeted set of initiatives to “turn around” middle schools. Read full post

It Takes A Community To Sustain ELT Reforms

Lucy Friedman
Tuesday, April 3, 2012
No one has done more than the Obama administration to stimulate schools and communities to expand the frozen-in-time schedules of the traditional public school day and year. But in “Off the Clock: What More Time Can (and Can’t) Do for School Turnarounds,” Education Sector’s Elena Silva warns that the current wave of school-time expansion—seeded by the administration’s federal School Improvement Grants (SIG) program—could lead to a crushing let-down. Read full post

Weekly Roundup for March 30, 2012

Jess Tonn
Friday, March 30, 2012
A new report by Education Sector—complete with infographic—illustrates this important truth about expanding learning time: It isn’t just the amount of time added to the school day, but the quality of the teaching and learning that happens during that time that makes a difference. Read full post

What Teachers Make

Rebecca Forbes
Thursday, March 29, 2012
Some years ago, the story goes, Taylor Mali, then a teacher, was at a dinner party when a fellow guest snidely asked, “What do you make?” This provoking remark led to Mali’s poem “What Teachers Make,” now viewed millions of times online and at his performances. Today, Mali travels the world, teaching poetry and talking about the valuable, noble work of teaching. And now, the poem and its movement have grown into his new book of the same name, What Teachers Make: In Praise of the Greatest Job in the World, out today. Read full post

How Do You Bring Community Partnerships to Scale?

Jama Toung
Wednesday, March 28, 2012
Last night the Children’s Aid Society and the Campaign for Educational Equity sponsored a policy event in my neighborhood of Washington Heights. Michael Rebell, Manhattan Borough President Scott Stringer and Pedro Noguera all shared interesting thoughts on ways to bring communities into their schools as true partners. New York City Deputy Chancellor Shael Polakow-Suransky’s remarks on the interplay between strong school leadership and effective school-and-community partnerships were still on my mind when I woke up today. Read full post

The Proof Behind Expanded Learning

Lucy Friedman
Tuesday, March 27, 2012
I'm proud today to join the launch of The Expanding Learning and Afterschool Project. This is a 50-state initiative that gives educators easy and direct access to research and promising practices that can help them use time beyond the conventional school day most effectively for learning. Read full post

Making Kids Part of the Conversation

Rebecca Forbes
Friday, March 23, 2012
At Thirteen’s 2012 Celebration of Teaching and Learning last week, Wes Moore, an author, youth advocate and veteran, noted that the young people of our country can’t just be “subjects” in conversations about education reform, they have to be part of them. He’s right: Right now, our nation’s youth are a relatively silent majority in national and local conversations about education. It is crucial that they become dynamic actors in the dialogue. Read full post


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