News: ESEA/ESSA

The Year in Review (Part II): Schools’ Pursuit of Effective School Discipline, Classroom Management, and Student Self-Management Strategies

Prevention, Disproportionality, Trauma, and Seclusions & RestraintsDear Colleagues,Introduction   With the whole New Years thing going on, and our transition into a new decade, I was in the mood to st...

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The Year in Review (Part I): Schools’ Pursuit of Academic Achievement and Student Proficiency

Curriculum, Instruction, Intervention, and EquityDear Colleagues,Introduction   It seems that every day this month, I’ve received yet another e-mail or Blog from a national educational organization, n...

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Maybe It’s the (Lack of) Money that Explains the Relationship Between Black-White Achievement Gaps and Disproportionate Disciplinary Suspensions?

Analyzing the Results of a New National Study: Why Some “Two-Dimensional Problems” Need “Three-Dimensional Thinking”Dear Colleagues,Introduction   Every day, I get e-mail briefings discussing or analy...

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Closing Secondary Students’ Significant Academic Skill Gaps: Teach at Their Grade Level or Their Skill Level? (Part II)

Reviewing Two Recent Studies of Math Deficient StudentsDear Colleagues,Introduction   Two Blog messages ago (on September 28th), I began a two-part discussion on:Closing Academic Gaps in Mid...

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Inequities in the Distribution of School Funds to Individual Students Revisited: Required Transparency, ESEA/IDEA Funding Flexibility, and Multi-Tiered Efficacy

Reminding Schools of their Responsibilities and PossibilitiesDear Colleagues,Introduction   Earlier this Spring, near the 65th anniversary of the landmark Brown v. Board of Education case, I wrote two...

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An Open Letter to the U.S. Commission on Civil Rights Regarding Its Report, "Beyond Suspensions: Examining School Discipline Policies"

Begin with the End in Mind:  It’s about Root Causes and Intervention—Not About Policies or PositionsDear Colleagues,Introduction   Over the past year (at least), I have been writing som...

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