Leveraging Technology-Enabled Instruction To Improve Student Outcome

The first full school year of remote, in-person, or hybrid model of instruction during the COVID-19 era is finally behind us. Now that the dust is settling on that tumultuous time for students, teachers, parents, and administrators, we need to reflect and dissect the cases of perseverance and success and how they came about so that we can be ready to grapple with the challenges that we will surely meet going forward.
Man in white shirt and blue pants illustration | 1185L 1385L, 1050L 1335L, 925L 1185L, 740L 1010L, 450L, ades 2-3, Grades 4-5, Grades 6-8, Grades 9-10, Grades 1

Trading Textbooks for Educational Technology

Located in the landmark 400,000 square-foot San Diego Public Library, e3 opened in the fall of 2013 with an initial class of 265 ninth and tenth graders. Today, approximately 420 students from more than 35 zip codes are enrolled at e3...

If You Want Equity in the Classroom, Above-Average Readers Need Intervention Too

Michael Ballone, director of curriculum for the K-8 Marlboro Township Public Schools in New Jersey, has a clear idea of what most literacy instruction gets wrong: it only serves struggling readers. “I think every child needs to have some kind of reading intervention,” says Ballone, a former seventh-grade English teacher. “It might mean acceleration or it might mean remediation. If it means we need to give students material one, two or three grade levels above what they are reading in order for them to progress, that’s what we do.”