#gse-aligned

#gse-aligned

The most popular courses taken online were those required to graduate or electives typically used for university applications, raising concerns about the e-learning system.

New York City K-12 students with perfect attendance are on track this year to be in school for 1,102 hours. That's about 20 fewer days than the national average, per the study, of about 1,231 hours in school each year.

Bias risks: AI can amplify inequalities, like mislabeling non-native English writing as AI-generated. Privacy concerns: Schools face rising cyberattacks, and data misuse risks are high. Accountability: Human oversight is crucial to prevent over-reliance on AI.

"Singlism" is a term coined by psychologist Dr. Bella DePaulo; this is defined as the discrimination and stereotyping of those who are non-married (I prefer this to the term "unmarried"). I'm not a psychologist, but a lot of the assumptions Dr. Tanglen's colleagues made about her "freedom" are an example of singlism. Much of the loneliness the writer felt may have been a result of internalized singlism, which emanates from societal messages from our public discourse (media, business practices, even laws)

Cuts that hurt are obvious: layoffs, program closures, college closures, furloughs, deferred maintenance, pay freezes, travel freezes, etc. It's a well-worn playbook at this point. Most of the moves in this category involve either attacking employee compensation, which causes obvious pain, or putting off necessary investments and living with gradual declines in quality.

Ministers have asked the exams watchdog, Ofqual, to extend current arrangements, providing GCSE maths, physics, and combined science students with formula sheets. Ofqual is consulting on extending this until current GCSEs are reformed following a curriculum review. The government will then consider if memorisation is required for new qualifications.

Learning today doesn't usually look broken. It looks like a well-run treadmill, always on, always moving, quietly exhausting everyone. New initiatives, new tools, new priorities. New "must-have" skills. Even when learning is thoughtfully designed, there's a nagging sense that nothing sticks because nothing gets a chance to. People finish the course, grab the badge, and move on to the next thing before the last thing has had time to show up in how they work.

This idea was based on the parallel between the pluck and elan that are characteristic of both the early-college students I worked with and that of America's hardest-working founding father. Five years after I wrote the book, I had the opportunity to revisit the field for a revised edition, making it appropriate to ask, after Thomas Jefferson's song in the second act of Hamilton, "What'd I Miss": How has early college/dual enrollment changed over the past half decade?

Scaling learning should be a sign of success. More employees. More roles. More regions. More skills to build. On the surface, these are the markers of a growing, forward-moving organization. But for many Learning and Development (L&D) teams, scaling learning feels less like progress and more like pressure. Every new hire cohort, geographic expansion, or capability initiative introduces friction. What once worked well for a few hundred employees begins to strain-and eventually break-when applied to thousands.

When we look more closely at how and why organizations actually invest in these systems, we can see that the popularity of adaptive learning has far less to do with pedagogical ambition and far more to do with operational pressure. Understanding this gap between how adaptive learning is marketed and how it is used in practice is critical for organizations trying to decide whether it is the right approach for their learning needs.

Whenever I made my initial rounds at a school, a quick peek at its technological resources was often a reliable predictor of its ability to meet students' broad needs. The differences in the quality and volume of computing labs at a school like Lincoln Park High School on Chicago's wealthy north side, where the local population is 75% white, versus Raby High School, located in economically distressed East Garfield Park which is 83% Black, were stark.

For many students, vertical transfer (transfer from an associate's to a bachelor's program) is less a bridge than a maze. Typically, about 80 percent of community college students say they intend to earn a bachelor's degree, yet only about 30 percent ever transfer and roughly 16 percent complete a bachelor's within six years. Yet under these topline numbers, outcomes vary widely. And figuring out which combinations of student actions and background factors matter, and which pathways are most promising, can be a complicated mess.

But as schoolage audiences of Matilda the Musical or the Harry Potter films can testify, UK classrooms usually have more children in them than fictional ones. What these young people probably do not know is that their classrooms are also fuller than many real ones abroad. A report from the Organisation for Economic Co-operation and Development found that the UK has some of the largest primary groups in the industrialised world.

The most exciting moments for a teacher come when students stumble onto something unexpected-when they run to my office to tell me about a new twist in their thinking about birds in Sula or the discovery of yet another biblical reflection in Housekeeping. Those revelations come only when they survey the text as it is, not as they assume it to be.

But as schools seek to navigate into the age of generative AI, there's a challenge: Schools are operating in a policy vacuum. While a number of states offer guidance on AI, only a couple of states require local schools to form specific policies, even as teachers, students, and school leaders continue to use generative AI in countless new ways. As a policymaker noted in a survey, "You have policy and what's actually happening in the classrooms-those are two very different things."

What many reception teachers say they did not sign up for was spending large chunks of the school day managing toileting, feeding and basic self-care because growing numbers of children are arriving without those skills in place. New data points to a widening gap in England and Wales between what parents believe school ready means and what classrooms are actually experiencing