High school teachers think their students are ready for college, but college professors disagree, in a new study by ACT, Inc.
School districts should differentiate parent involvement based on different groups' needs and styles of engaging, a new report says.
Talent and strong high school achievement can propel young black men to college, but a new study finds their grit— the determination and ability to handle setbacks—is nearly as critical to their success.
Educational neuroscience research may not be reliable, according to a new analysis.
New York City Mayor Michael Bloomberg's move to base school funding on student needs has made some progress in providing more equitable support, a new study finds, but a complicated transition and overall budget cuts mean more than nine out of 10 schools still don't receive appropriate support based on the needs of their students.
Homeless students are among the most vulnerable children an educator will encounter, but a new report highlights ways teachers can identify and nurture these students' academic and emotional resilience.
Teachers who use hand gestures can help students learn abstract concepts, a new study finds.
Guest blog from Michele McNeil of Politics K-12 If you have a good, innovative idea to solve a vexing education problem—and it's relatively untested—then this pre-application process is for you. The U.S Department of Education is accepting "pre-applications" for its small $3 million development grants, which are part of a larger $150 million Investing in Innovation grant contest. The deadline to apply is April 26. Applications for the larger "scale-up" and "validation" grants—which require more evidence of past success but can win applicants up to $25 million—will be available later this spring. This is ...
The Centers for Disease Control and Prevention release new data in response to parent concerns about multiple immunizations and autism spectrum disorders.
Teenagers who have difficulty making and maintaining healthy friendships with peers at age 13 continue to struggle with relationships long after high school, according to new longitudinal research.