This week, Education Dive recapped sessions from the New York Times Schools For Tomorrow Conference that detailed the evolution of the College Board's stance on standardized testing, as well as how presidents at institutions like Arizona State, Vassar, Grinnell, and the U of Chicago are best serving low-income high-achievers.
Meanwhile, in K-12, we spoke with Jonathan Hanover, founder of Colorado's Roots Elementary, about his charter's data-driven, progressive approach.
Pathway programs are seeing significant support in the UK and Australia as a means of helping prepare international students for university rigor, but will they see widespread adoption in the US?
Be sure to check out our look at three ways schools can incorporate play into innovative instruction and more in this week's most-read Education Dive posts!
- How the College Board changed its standardized testing approach: At the NYT Schools For Tomorrow Conference, David Coleman detailed the company's rules for assessments that provide opportunity.
- Inside a school that combines personalized learning with social-emotional skills: Jonathan Hanover, founder of Colorado's Roots Elementary, explains his charter school's data-driven progressive model and how to make it work.
- 4 ways colleges can better serve low-income high-achievers: A panel of four influential higher ed presidents convened at the New York Times Schools For Tomorrow Conference to talk strategies for improvement.
- Pathway programs help international students prepare for university rigor: Programs are rare in the US, but prevalent in the UK and Australia, with growth expected.
- 3 ways schools can incorporate play into innovative instruction: In an increasingly high-stakes environment, finding time for students to learn soft skills like sharing and problem solving still critical.
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