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Black Boys in Crisis: How to Get Them to Read

In this series, appropriately titled “Black Boys in Crisis,” I highlight the problems facing black boys in education today, as well as provide clear steps that will lead us out of the crisis. The statistics point to a startling, yet simple, truth: black boys who cannot read are already in trouble. So if we know that black boys aren’t reading the level they should, what can we do to improve that? It starts with awareness and extends to: Customized reading plans A large part of improving the reading rates of black boys is to provide curriculum plans that are a …

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Why teachers are unable to stop bias-based bullying

SeriaShia J. Chatters, Pennsylvania State University State and local lawmakers have put policies in place to address and prevent bullying. Many schools too have implemented interventions to improve school climate to reduce bullying behaviors. Despite these efforts, in my research and experiences in schools as a counselor educator and school counselor, I have found bullying based on bias continues to be an issue in school settings. “Bias-based” or “identity-based” bullying, defined as students being bullied specifically based on their race, nationality, gender, sexual orientation, disability, religion, socioeconomic status or weight, is far more difficult to recognize or address when compared …

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Learning from successful learning: A look at the new NCLB

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.** A guest column by Brian Aull Congress is now ironing out a revision of the No Child Left Behind Act.   This 2001 law mandated yearly testing with the goal of holding federally funded public schools accountable to yearly improvements on the scores.  The current bill gives states more latitude in determining learning goals and deciding …

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Learning to think or to work?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.** A guest column by Edgar Wilson Why are we learning this? The anthem of disengaged students takes on new meaning when applied to America’s universities. It isn’t merely a question of individual lessons or trivial facts; when hyper-expensive degrees and all but unavoidable student loans are as much a rite of passage as walking the line …

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