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  • After Michigan Killings, Students Praised Shooter Drills. But Do They Really Work?

    December 02, 2021 |

    The New York Times |

    Text |

    800-1500 Words

    Response Location: United States, Oxford, Michigan

    Students at Oxford High School in Michigan, the scene of a mass shooting on Nov. 30, credit their active-shooter training with saving lives. But experts on school safety say some of the lessons taught in the training given to the OHS students, from a program called ALICE (alert, lockdown, inform, counter, evacuate), could endanger more people than they protect. The evidence that this and similar training is effective is quite thin, and critics fear it detracts from higher priorities: preventing, not just surviving, such shootings, and focusing on much more common forms of gun violence.

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  • Push for Ethnic Studies in Schools Faces a Dilemma: Whose Stories to Tell

    August 15, 2019 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States

    California is one of three states developing ethnic studies curricula for K-12 students. In the process, the state is grappling with which questions about groups and histories should be represented and whether teachers, many of whom are white, are prepared to teach these topics.

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  • How a State Plans to Turn Coal Country Into Coding Country

    August 10, 2019 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, Sheridan, Wyoming

    Since Wyoming passed legislation in 2018 requiring all grade levels to teach computer science curriculum by 2022, teachers have spent significant time outside of work getting themselves up to speed. The idea is that these coding skills will transition the state's economy away from the coal industry and keep young people in the state. However, some critics note that there are few success stories of technology clusters in remote areas.

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  • San Francisco Had an Ambitious Plan to Tackle School Segregation. It Made It Worse.

    April 25, 2019 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, San Francisco, California

    San Francisco's choice-based enrollment process, once heralded as a solution to the city's segregated schools, is now called "a cautionary tale" by most local parents. The system gives preference to residents of neighborhoods with low test scores. Among other issues, such as incomplete transit options, this system fails to account for rapidly gentrifying neighborhoods where affluent residents are increasingly living in historically low test score zones.

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  • The Fight to Keep Teachers in Tech Hubs From Being Priced Out

    January 04, 2019 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, San Jose, California

    In an attempt to retain teacher talent, the Santa Clara Unified School District has begun renting out apartments to teachers at subsidized rates so they can afford to stay and teach. While several cities across the country have attempted ways to offer more affordable housing to teachers, they are up against residents who are worried about the value of the their homes decreasing, even as tech companies move in. To keep teachers and families and good schools, something will need to change.

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  • Rethinking What Gifted Education Means, and Whom It Should Serve

    September 13, 2018 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, Silver Spring, Maryland

    Since Montgomery County instituted new admissions policies for its gifted elementary school magnet programs in 2016, the share of black and Hispanic students has increased from 23 percent to 31 percent. The County has changed the test, de-emphasized teacher recommendations, and automatically entered all students in the admissions pool, leveling the playing field for families with fewer resources and less inside knowledge of the process.

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