March 30, 2026

AASA’s 2026 National Superintendent of the Year Finalists share insights on the isolation experienced in leadership roles. They emphasize how building authentic connections serves as an effective antidote to this challenge. The article highlights this as a valuable lesson for all school leaders. Key Points Finalists reflect on the isolation inherent in superintendent roles Authentic […]

The opinion piece compares AI to electricity, arguing that just as we protect babies from electrical dangers, we should safeguard them from AI-integrated toys. It highlights how adults struggle with AI tools like ChatGPT and Claude, questioning how young children can handle interactive AI in items like singing stuffed dinosaurs or drawing plush bears. The

A Hoover Institution report from the ‘Unheard Voices’ project reveals that residents in struggling U.S. school districts are eager to help improve schools but face significant barriers from district administrations. Based on focus groups in seven states, the findings show communities are not disengaged but frustrated by systemic walls that prevent meaningful involvement. The report

Federal guidelines limit alternate standardized test-takers to 1% of students in each state, but Memphis-Shelby County Schools (MSCS) has over double that rate for students with disabilities. The article questions whether this practice pulls too many such students from regular testing. This could impact accountability measures and educational outcomes. Key Points Federal cap on alternate

A new study reveals that special education programs positively alter students’ academic trajectories, leading to better outcomes. The research, focused on U.S. K-12 settings, demonstrates measurable gains in academic performance for participants. This finding underscores the value of tailored educational interventions for students with disabilities. Key Points Special education leads to improved academic trajectories Study

The article discusses how New York’s evolving math standards have led to stagnant student performance, referencing the 1983 ‘A Nation at Risk’ report that highlighted deficiencies in academic foundations. It argues that frequent changes in standards contribute to ongoing educational challenges without improving outcomes. Author Jennifer Weber emphasizes the need for stable, effective educational approaches

The article discusses the potential recovery of American universities amid ongoing challenges. With Donald Trump somewhat distracted, college communities are shifting focus to larger systemic problems. Written by Jack Stripling for the Chronicle of Higher Education, it explores the future of higher education institutions. Key Points Trump’s distraction allows focus on broader university issues Emphasis

David Head from The James G. Martin Center discusses claims that AI is inevitable in education and should be embraced for student writing. He recounts an experience where an AI-integrated writing assignment did not succeed as expected. The article explores the challenges and limitations of incorporating AI into academic writing tasks. Key Points Experts advocate

David French expresses alarm over the negative influence of smartphones and social media on children, urging caution against overzealous protective measures. The article discusses recent verdicts against Facebook, highlighting potential risks of excessive government intervention. French emphasizes balancing child safety with broader freedoms. Key Points Alarm over smartphones and social media’s harm to children Warning

A new study reveals that many parents prioritize teacher-assigned grades over standardized test scores as indicators of their child’s academic progress. This preference may cause parents to overlook signs that their child needs additional support in core subjects like reading, writing, and math. Consequently, students might graduate without essential skills, highlighting a potential gap in