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Category Archives: Cross-district

Specifics vary widely as ‘competency-based’ learning gains steam

Innovations in technology and how teachers can monitor students’ progress, along with changes to regulations about how long students must spend in class, have made it possible for schools and districts to adopt “competency-based” models in an effort to use students’ time in school more effectively. But implementation varies widely, particularly around whether to do away with traditional grade levels.

What we talk about when we talk about ‘universal’ preschool

Politicians and advocates alike have seized on research that says starting school young offers lasting dividends — as well as on the political expediency of promising a benefit to every voter. As they have, the meaning of “universal” preschool has become, well, not so universal.