We gave you something to watch earlier this week with the release of our newest video, Making Time, now we’re giving you something to read.
Much like our video, Beyond Fiction: The Importance of Reading for Information, is concise but packed with data and analysis on a really concerning trend in the American populace: we’re good at reading for pleasure and entertainment but not so good at reading for information. What exactly do we mean by reading for information?
It’s everything from being able to read and understand a newspaper article (which about 30 million American adults can’t do) to being able to decipher a street map (which some 27 million American adults can’t do). We don’t mean to pick on the adults here, but international surveys conducted by the Organisation for Economic Cooperation and Development, show we get progressively worse at informational literacy the older we get.
Just four countries ranked higher than the US when it came to fourth-graders’ ability to acquire and use information. In contrast, 14 countries ranked higher than our 15-year-olds in terms of their ability to acquire and use information. Not good. But new standards, particularly the ones touted by Common Core, aim to fix this disparity by expanding and restructuring the way literature is taught. So, take a moment to dig into our latest study which, yes, is a form of informational text. Aren’t you smart! – Naomi Dillon
Restructuring the school day or year is an evergreen topic in school reform debates, as the expectations for what students should know continue to rise while the time required to meet these new standards has not kept pace.
The Center for Public Education has studied the subject of time both directly, and indirectly. Clearly, time is ubiquitous and (should be) embedded in every attempt to improve schools and student achievement. In what ways, you ask?
Enter our latest CPE video, titled appropriately: Making Time. It’s a high-level and abbreviated (don’t worry it’s only four minutes long) look at the areas where schools must invest time if they expect to see any positive growth. Enjoy!
Last week we shared with you an interview that CPE Director Patte Barth conducted with PBS’ NewsHour on the growing trend among states of building extra time and support for struggling readers at the elementary level. Within that news package was another video that specifically looked at the practice in Florida, where a 2012 state law mandated a focus on the 100 lowest-performing schools.
CPE tackles both subjects— time in school and reading reforms— in two separate projects that will be released next week. Take a gander at this video and then mark your calendar for ours.
The Center for Public Education is pleased to present The Path Least Taken, the first installment of a series that looks at the characteristics and outcomes of high school graduates who don’t go on to college.
Jim Hull, CPE’s senior policy analyst, sifted through data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 and found new insights into this segment of the population (Spoiler: the percentage of non-college-goers is smaller than we thought) and a new format to showcase these findings. You can find the full report here, along with other extras.
The National Center for Homeless Education reported that there were a total of 1.3 million homeless public school students in the United States during the 2012 – 2013 school year. The number of homeless students increased 8% from the previous year and 85% since the beginning of the recession. This number includes students whose families are sharing homes and students who are living in shelters, hotels, motels or without shelter altogether.
For the first time, the U.S. Department of Education asked the students whether they were living with their parents and recorded that 76,000 homeless students were “unaccompanied.” These unaccompanied minors face greater threats of physical and sexual abuse and exploitation.
EdWeek has reported that the increase in homelessness can be explained by “an inadequate supply of public housing and assistance, growing rent costs, and relatively flat income levels in recent years.” Furthermore, this information has prompted child welfare advocates to push for the passage of the Homeless Children and Youth Act, which would expand the definition of homelessness, remove federal restrictions, and require better data and information on homeless individuals.
This last piece of the proposed legislation is important because the numbers released by the NCHE tend to underestimate the number of homeless students, who may be embarrassed to talk about their living situation. Additionally, CNN Money reported that part of the increase in homeless students could be explained by more accurate measures of homelessness. Regardless, it is still apparent that the number of homeless students continues to rise in the wake of the recession.