RSI Corporate - Licensing

Talking to children about STEM fields boosts test scores and career interest

Science Daily – Staff Writer

“A new study finds parents who talk with their high schoolers about the relevance of science and math can increase competency and career interest in the fields. The findings, published Jan. 17 in the Proceedings of the National Academy of Sciences, show a 12 percentage point increase on the math and science ACT for students whose parents were provided with information on how to effectively convey the importance of science, technology, engineering and math. The same students also are likely to be more interested in pursuing STEM careers, including taking STEM classes in college and having a favorable impression of the fields.”(more)

Are your kids thankful?

Medical X-Press – Staff Writer

“Research suggests grateful children are more satisfied with their lives and families, more hopeful, busier with hobbies, and do better at school, according to Giacomo Bono. He’s an assistant professor of psychology in the College of Natural and Behavioral Sciences at California State University, Dominguez Hills. He studies gratitude in kids between the ages of 7 and 18.”(more)

Education World’s Thanksgiving Resource Roundup

Education World – Staff Writer

“Education World has been helping educators teach the holidays for over 20 years. Here are some of the very best resources for you to teach about our tradition of Thanksgiving this year.”(more)

The 4 essential elements of passion-based learning

E-School News – Jill Badalamenti

“Teaching students effectively means getting to know them — and their passions. Think back to when you were still in school. What do you tend to remember most? Do you think back to the unique field trips you went on? The cool science experiments? What about a favorite teacher? For me, it was projects and Mrs. Gianni. That’s what I remember most about school and the teacher that comes to mind. Mrs. Gianni had blond hair that always looked like it needed to be dyed. She was young and energetic. I also remember the way she made me feel, her high expectations, how she was always smiling, and how I felt like I could be anything in her eyes.”(more)

New Center for American Progress Report: Tougher Standards Strengthen Student Achievement

The 74 Million – Eric A. Hanushek

“New research from the Center for American Progress finds that low-income students in states with strong standards and accountability policies made greater gains on federal tests. The research comes just as the federal government has partially backed away from such policies, bowing to a growing backlash against testing and the Common Core standards. The new report by Ulrich Boser and Catherine Brown of the left-leaning think tank Center for American Progress examines scores on the National Assessment of Educational Progress (NAEP), comparing NAEP gains to states’ actions in adopting tougher standards, assessments, and accountability systems. Specifically, the researchers looked at the quality of each state’s academic standards, whether state tests are aligned to those standards, and whether stakes — such as sanctions and rewards for low- and high-performing schools, respectively — are attached to those tests. They then used a statistical technique which revealed states with better scores on measures of standards, assessment, and accountability saw larger NAEP gains in eighth grade reading and fourth grade math.”(more)

What Matters for Student Achievement

Education Next – Eric A. Hanushek

“The Coleman Report, “Equality of Educational Opportunity,” is the fountainhead for those committed to evidence-based education policy. Remarkably, this 737-page tome, prepared 50 years ago by seven authors under the leadership of James S. Coleman, still gets a steady 600 Google Scholar citations per year. But since its publication, views of what the report says have diverged, and conclusions about its policy implications have differed even more sharply. It is therefore appropriate—from the Olympian vantage point a half century provides—not only to assess the Coleman findings and conclusions but also to consider how and where they have directed the policy conversation. It must be said from the outset that the Coleman team relied on a methodology that was becoming antiquated at the time the document was prepared. Almost immediately, econometricians offered major critiques of its approach. But even with these limitations, as an education-policy research document, the report was breathtakingly innovative, the foundation for decades of ever-improving inquiry into the design and impact of the U.S. education system.”(more)