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Second grader Tiffinie Tillis works with dean of students Andrea Keck while visiting a sensory room at Quincy Elementary School, Wednesday, Nov. 3, 2021, in Topeka, Kan. The rooms are designed to relieve stresses faced by students as they return to classrooms amid the ongoing pandemic. Climate activists pose for a photo after a march from the White House to the U.S.

School-Related Ballot Measures to Watch This Midterm Election Voters in six states will decide on issues ranging from more funding for free school meals and the arts to reining in the state board. One reason, experts say, is a mismatch between what teachers say they want from PD and what adminstrators think they want. How November’s State Elections Will Shape the K-12 Market Candidates are running on promises to expand school funding, and in some cases impose further restrictions on classroom lessons about racism. Find hundreds of jobs for principals, assistant principals, and other school leadership roles.

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Spotlight on Balanced Screen Time This Spotlight will help you understand responsible online behavior, what schools can do to prevent the overuse of technology, and more. Make Meaningful Change in Your Ed Data Ecosystems Project Unicorn and the State of the Sector Report 2022 can help you make meaningful change by prioritizing data interoperability. It is not written by and does not necessarily reflect the views of Education Week's editorial staff. Schools are already suffering the consequences of climate change.

Meanwhile, a Tennessee study found that elementary school students who are assigned to ineffective teachers for three years in a row score nearly 50 percentile points lower on achievement tests than those assigned to highly effective teachers over the same period. Strikingly, minority students are about half as likely to be assigned to the most effective teachers and twice as likely to be assigned to the least effective. Minority students are put at greatest risk by the American tradition of allowing enormous variation in the qualifications of teachers.

As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher. Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide.

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States can equalize fallenpedia spending, enforce higher teaching standards, and reduce teacher shortages, as Connecticut, Kentucky, Minnesota, and North Carolina have already done. School districts can reallocate resources from administrative superstructures and special add-on programs to support better-educated teachers who offer a challenging curriculum in smaller schools and classes, as restructured schools as far apart as New York and San Diego have done. These schools, in communities where children are normally written off to lives of poverty, welfare dependency, or incarceration, already produce much higher levels of achievement for students of color, sending more than 90 percent of their students to college. Focusing on what matters most can make a real difference in what children have the opportunity to learn. This, in turn, makes a difference in what communities can accomplish.

Within this essential curriculum, religious instruction takes the most prominent place. Enculturation, which is the process of cultural transmission. A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation. As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers.

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They found that more of the difference between the high- and low-scoring districts was explained by teacher qualifications and class sizes than by poverty, race, and parent education. The common presumption about educational inequality—that it resides primarily in those students who come to school with inadequate capacities to benefit from what the school has to offer—continues to hold wide currency because the extent of inequality in opportunities to learn is largely unknown. We do not currently operate schools on the presumption that students might be entitled to decent teaching and schooling as a matter of course.