The Department of Education, together with the Department of Justice, released a letter jam-packed with guidance about how states and school districts can make sure that their discipline policies do not violate civil rights laws.
Moving away from home and going to college can be stressful for anyone, but Asian American students often face culturally related factors–model minority expectations and family pressures, among them–that can affect their mental well-being.
When you are texting, you can roll your eyes and have all the attitude you want, because no one can see you. But what happens when you’re not behind a screen?
Crowdsourcing tools are slowly working their way into the education policy world, designed to give teachers and district employees more say on big decisions that affect their school environment.
I remember the first student I ever suspended. He was 13 years old. It started off as a minimal disruption. He was stealing pencils from other students at his table. That turned into breaking pencils. Then, stealing homework.
I’ve been out of the classroom for three years now, and for the past year, I’ve been following teachers, students and school districts, trying to understand the latest research on school suspension and its effects down the line.
Standardized testing week at the middle school where I was a teacher from 2008 – 2010, was a big deal. Signs went up in the hallways, “Eat a good breakfast!” and a hushed silence fell over the normally chaotic hallways.
Los Angeles Unified School District (LAUSD) made headlines this week by prohibiting schools from suspending students for “willful defiance.”
If you aren’t following every twist and turn of the debate in Calif. over school discipline, you might be thinking, what’s the big deal? After all, we’re talking about one tiny line-item in the CA education code.
