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What do high school seniors in the class of 2022 have to say about their future plans? How do plans – and opportunities – differ across student demographic groups? And what changed for 2022 graduates compared to the class of 2019, the last graduating class before the COVID-19 pandemic?
Teacher expectations and the belief that each student has the capacity to learn and grow is essential to supporting individual student achievement and equitable learning environments.
Research shows that student perception is linked to both academic outcomes and teacher quality, and that student feedback should be a critical component of school improvement initiatives. Incorporating the unique perspectives of students into decision-making creates happier, healthier school systems with higher academic achievement.
The COVID-19 pandemic has upended significant aspects of education in the United States. This report aims to help adults lead with compassion and curiosity about how the pandemic has affected students within K–12 education and answer the following questions: What do students have to say about learning and well-being in spring 2021, and what recommendations do students have about what to prioritize in the upcoming academic year?
The deep-seated power dynamics and systemic racism long embedded in our educational institutions have silenced too many voices. To make our local school systems more just — especially racially just for Black students — young people’s voices and leadership must be at the center. When groups of students experience aspects of their learning environment less positively than other groups, this an equity issue.
In the spring of 2020, the COVID-19 pandemic required nearly all of the more than 55 million K-12 students in the U.S. to stop doing school in the way they had been taught, and engage in learning remotely instead. In response to a stark lack of firsthand data about how the pandemic and school closures were affecting students’ lived experiences this report — the second in a three-part series — explores what students have to say about learning and well-being during COVID-19.
Located in the Dallas suburbs, Carrollton-Farmers Branch Independent School District (CFBISD) serves nearly 26,000 students across 36 schools. The district centers around a singular mission: continuous improvement.
Education in the United States, as across the globe, changed dramatically when Covid forced schools across the country to close in spring 2020 and over…
High Tech High (HTH) is a network of twelve schools in San Diego County. All of these schools serve a diverse, lottery-selected student population. HTH is differentiated in its design principles of personalization, adult world connection, common intellectual mission, and teacher as designer. For more information about High Tech High, please visit hightechhigh.org.
We sat down with district leaders in Oregon to talk about student voice. The result: a case study about district and school-level changes emboldened by student, family, and staff feedback.
