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Focus on science, tech pays off in soaring graduation rate

Claudia Rowe

June 14, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Toppenish, Washington

Toppenish High School in Washington State boasts a graduation rate of 94% despite the fact that a third of all parents in the town dropped out of school by ninth grade and the student body is all low-income. Responding to low math and science proficiency rates among students, in 2008, Toppenish shifted to a project-based curriculum that emphasizes STEM classes. With the help of federal grants and partnerships with Toppenish businesses, courses help students see the real world applications of math and science skills and get students excited about a college path to a career in biomedicine or engineering.

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Fewer dropouts, more degrees: How Walla Walla Community College does it

Katherine Long

May 17, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Walla Walla, Washington

Individualized advice and counseling, boosted by software tools, is helping hundreds more students earn degrees and certificates each year at Walla Walla Community College in Washington.

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High poverty, high test scores: Auburn school is a shouting success

Linda Shaw

April 27, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Auburn, Washington

As school poverty rates goes up, learning and test scores fall. At Gildo Ray elementary school in Washington state uses a teaching method called director or explicit instruction, in which children learn from a structured approach to teaching with teacher-guided practice. Gildo Ray’s test scores in math and reading are among the highest in the state.

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Less lecturing, more doing: New approach for A.P. classes

Linda Shaw

March 01, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Seattle, Washington

Several dozen schools across the country are participating in an experiment to determine whether project-based learning in lieu of lecture-only instruction can improve student outcomes on Advanced Placement tests. Many of the initial changes are promising - 88 percent of students in two of the low-income schools participating passed the U.S. government test in the spring compared to 24 percent nationally for similar schools. However, the switch has been time-consuming for teachers and students and some are concerned the new approach doesn't prepare students for college style learning.

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Improving Economic Diversity at the Better Colleges

Peg Tyre

February 05, 2014 |

The New York Times |

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1500-3000 Words

Response Location: United States, Lancaster, Pennsylvania

Students with low-income that attend public schools can find themselves locked in a system that prevents them from getting into the best colleges, from being unable to afford tuition, to not having the ambition, to not knowing a school that would welcome them. Franklin & Marshall College in Lancaster, PA targets high-performing low-income students. The college provides outreach to high school students in poor communities, financial aid to low-income families, summer workshops, and on-site advising and academic support.

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School ditches rules and loses bullies

Marika Hill

January 26, 2014 |

Stuff |

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Under 800 Words

Response Location: New Zealand, Auckland, Auckland

A school in New Zealand took the rules out of recess. They found that when the kids were mentally engaged during play time activities they were less likely to have problems, such as bullying within the classroom.

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Schools That Separate the Child From the Trauma

David Bornstein

November 13, 2013 |

The New York Times |

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1500-3000 Words

Response Location: United States, Brockton, Massachusetts

Children are often punished for acting out without consideration of the root cause of their behavior such as a toxic home environment. A trauma center in Washington state is teaching educators to focus on making kids feel safe which more effectively curbs bad behavior.

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Teachers jump start turnaround at White Center Heights Elementary

Claudia Rowe

October 27, 2013 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Seattle, Washington

Conventional wisdom holds that substantive change in public education moves at a glacial pace, and no one at White Center Heights is declaring victory yet. But after failing to gain traction for years, teachers there achieved something that eludes educators across the country: They jump-started a turnaround, and they did it in nine months.

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In ‘Flipped' Classrooms, a Method for Mastery

Tina Rosenberg

October 23, 2013 |

The New York Times |

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1500-3000 Words

Response Location: United States, Putnam, Connecticut

Students have challenges retaining information, staying motivated, and keeping up with the pace of their classes. In a flipped mastery class, teachers make video lectures for students to watch at home, and at school students work on projects and problem solving activities related to the topics for the day. Instead of struggling alone, the flipped mastery class enables students to creatively work together and set individual goals.

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Improving School Lunch by Design

Courtney E. Martin

October 16, 2013 |

The New York Times |

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1500-3000 Words

Response Location: United States, San Francisco, California

The San Francisco Unified School District is piloting a collaboration with the design firm IDEO to re-imagine the school food system and help combat childhood obesity by better designing the space and the experience of how children eat, as much as the type of food they consume.

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