https://pioneerinstitute.org/wp-content/uploads/Madison-Park-Technical-Vocational-High-School-Turnaround-Update.png 512 1024 Editorial Staff https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Editorial Staff2020-09-10 08:26:392020-09-10 08:26:39Study: Signs of Progress at Madison Park, but Still a Long Way to Go
Four years after it began to implement a turnaround plan, Boston’s Madison Park Technical Vocational High School is showing clear signs of progress, but its performance continues to lag behind that of other vocational-technical schools in Massachusetts, according to a new study published by Pioneer Institute.
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The COVID-19 pandemic-related revisions to Massachusetts’ remote learning regulations should restore state and local accountability by specifying that any remote academic work shall, to the same extent as in-person education, prepare students to take MCAS tests, and that grading criteria should be the same across in-person, remote, and hybrid learning environments, according to a new policy brief published by Pioneer Institute.
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With the fall semester fast approaching, Massachusetts should provide more specific COVID-19-related guidance for school districts about ramping up remote learning infrastructure; rotating in-person cohort schedules; diversifying methods of communication between students, parents, and teachers; and investigating physical distancing capabilities. Districts must determine whether to adopt in-person, remote, or hybrid schooling options, and they will not be ready for the fall unless the state provides clear direction, according to new analysis from Pioneer Institute.
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Pioneer Institute applauds today’s U.S. Supreme Court’s decision striking down a bigoted state constitutional amendment in Espinoza v. Montana Department of Revenue. Like Massachusetts, Montana is among nearly 40 states with so-called anti-aid amendments, which have roots in 19th century anti-Catholic, anti-immigrant discrimination.
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A report released today by Pioneer Institute says that the shutdown of Massachusetts schools due to the COVID-19 virus and the shift to online education have exposed the uneven nature of digital learning in the Commonwealth, and calls for state officials to develop programs to create more consistency.
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School closures due to COVID-19 have separated more than seven million K-12 special needs students from support they receive in the classroom, but online learning can be appropriate for most of those students if teachers and parents work as a team to provide each one with what he or she needs, according to a new report published by Pioneer Institute and ASU Prep Digital.
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Even as the COVID-19 pandemic has further transitioned education towards electronic devices, computer science education in K-12 public schools around the country faces a number of daunting challenges, according to a new study published by Pioneer Institute.
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Pioneer Institute is re-launching a new and improved MassReportCards.org, a one-stop shop for information on Massachusetts public schools, including test performance, school finance, and much more. The new version of the site includes additional and updated data, and is more user friendly than the original. MassReportCards adds to Pioneer’s suite of online transparency tools, MassWatch.
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New study shows that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago.
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Virtual Schooling Pioneer Julie Young provides tips on how states should move forward with the transition to online education during COVID-19.
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Pioneer calls on the federal government to quickly release a single report identifying which federal laws - and which aspects of those laws - are relevant to the topic of school closure during the COVID pandemic, and providing concrete guidance on how schools can comply in the coming weeks.
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The Massachusetts Department of Elementary and Secondary Education’s (DESE) legal office has played a key role in denying students at religious schools services funded by the federal Individuals with Disabilities Education Act (IDEA) for more than a decade.
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A new video about the METCO program centers around the friendship between two Wayland High School students; one who lives in Wayland and the other from Boston. It also features interviews with METCO CEO Milly Arbaje-Thomas and Mabel Reid-Wallace, Director of Wayland's METCO program.
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In the wake of the United States Supreme Court’s June decision…
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“The Learning Curve” to feature Bob Bowdon, Cara Candal,…
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Narrowing funding gap between high-income and less affluent districts…
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Today, the U.S. Supreme Court (SCOTUS) announced that it would…
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This op-ed appeared in Commonwealth Magazine and New Bedford…
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High degree of error, especially in small school districts, leads…
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This past week, in a display of the state’s teacher unions'…
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Contact Micaela Dawson, 617-723-2277 ext. 203 or email@example.com Pioneer…
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University board approved irresponsible campus spending based…
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Claims amendment to Montana Constitution motivated by anti-Catholic…
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Board of Higher Education proposal risks “false positives”…
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New report recommends establishing additional coursework, certification…
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State should establish a fund to provide partial support for…
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In a recent opinion piece, Charlie Chieppo, a Pioneer Senior…
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Little research evidence for, or objective, reliable way to measure…
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At state colleges and universities, portion that stays on campus…
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“Foundation” districts unaffected, but charter tuition may…