Students who play high school sports get better grades, select more challenging courses, and are more likely to enroll in college.
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March 18, 2019
January 14, 2019
The other day, I talked 22nd Century skills with Paul Banksley, TED talk phenom, founder of Tomorrows Are for Tomorrow, and Nobel favorite. Here are the highlights of my chat.
December 30, 2018
As we bid adieu to 2018 and look forward to another year of tranquility and comity, it's time for my annual prognostications.
December 26, 2018
We took into account web traffic, reader reaction, our personal preferences, and the secret algorithm cooked up by the home office in Burbank, in order to bring you the very best of RHSU.
December 20, 2018
Every year around this time, my inbox overflows with highly similar holiday missives from advocacy organizations. So, in the spirit of the holidays, I thought I'd offer up a time-saving alternative.
September 10, 2018
In a popular novel, Joe Klein once explained the need for greater civility and respect in society. It's a plea that's especially relevant for schools as we remember the tragedy of September 11.
July 09, 2018
People seem to have a lot of concerns about personalized learning, and not enough opportunities to voice them. Today, I share a note from Steve Peha on the value of recognizing the limits of technology and digital curriculum mapping.
June 18, 2018
I recently hopped into an Uber while jabbering into my phone about this spring's teacher walkouts. The driver must've been listening a bit because, when I hung up, she abruptly asked, "What did you think about those teacher strikes?"
May 30, 2018
Leigh McGuigan, CEO and co-founder of Vertus High School, shares a practical concern about personalized learning: How do we personalize learning for students while preparing them for what life will actually be like after high school—which, in truth, will be largely impersonal?
April 26, 2018
In response to letters on personalized learning by Larry Berger and Joel Rose, Educational Alliance's Jonathan Skolnick raises one of the thorniest questions about the topic: How do we ensure that students in self-directed, customized environments still master skills and content that we think critical, but that they may deem tedious, pointless, and unnecessary?