It’s a rare moment to see two high school basketball teams in euphoria at the end of a game just minutes apart. But that is exactly what happened on Tuesday night in the New Jersey Group 2 Semifinal Boys Basketball Game between Manasquan High School and Camden High School, across the River from Philadelphia.
Manasquan High School is located in Manaquan Village, just over four miles north of Point Pleasant on the New Jersey shore.
Camden took a 46–45 lead by sinking two free throws with 5.8 seconds left in the game. Manasquan High School then brought the ball up the court and, after a missed shot, scored on what appeared to be a put-back basket with no time remaining to win the game 47–46.
The entire gymnasium erupted into celebration.
Not so fast.
After a quick discussion, the NJSIAA Referees ruled that the basket was scored after time ran out, and suddenly, the #2 team in New Jersey — Camden High School — was in victorious celebration, 46–45.
On Thursday, Manasquan High School took to the legal courts, and a judge ruled that there was no jurisdiction for the case to come to Ocean County.
An appeal has been filed; however the, Saturday’s game in the next round has not be delayed to date.
The U.S. Department of Education says there’s a shortage of teachers across the nation, with 40 states reporting public school staff levels that are lower than they were before the pandemic. Daniel Pink, contributing columnist at The Washington Post, joins CBS News to examine what can be done to end the shortage.
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Last year, the Supreme Court ruled that taking race into consideration in college admissions was unconstitutional, but the court left room for applicants to write about their race in admissions essays. College advisors have told us they’re encouraging applicants to discuss their communities and identities with universities.
Now, we want to hear directly from recent college applicants: What did you want to share about yourself with admissions officers? Your replies will help us understand what it’s like to apply to college now. We may share some of what we hear from you with our readers. Feel free to respond to any or all of the questions.
If you prefer, you can also email us directly ateditor@hechingerreport.org. We won’t publish anything you submit without speaking to you first.
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The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Washington, DC (GLOBE NEWSWIRE) — America’s Blood Centers (ABC), the national organization of community-based, independent blood centers that supply 60 percent of the nation’s blood supply, today announced a new multi-year national partnership with Body Interact, a leader in virtual patient simulation technology. This collaboration aims to help innovate the way students and potential blood donors learn about the critical importance of blood donation by providing cutting-edge virtual patient scenarios illustrating the lifesaving impact of blood donation as part of an expanded Vein to Vein: The Science of Blood Donation high school education program, to be released in the coming weeks.
“America’s Blood Centers is proud to partner with Body Interact to bring cutting-edge virtual learning scenarios to our Vein to Vein program. This collaboration will help innovate how students and potential blood donors learn about the critical importance of blood donation, fostering a lifelong interest in supporting our nation’s blood supply. We look forward to working together to provide an engaging and interactive learning experience that will help strengthen and diversify the blood supply for years to come,” said Kate Fry, CEO of America’s Blood Centers.
“At Body Interact/Take The Wind, we are honored to join forces and collaborate with America’s Blood Centers. By offering students a chance to experience realistic patient simulations, we aim to bring attention to the universal relevance of blood donation through experiential learning. Not only is blood donation a noble act, but also a critical one that could touch students’ loved ones and their communities. We are excited to bring this valuable resource to thousands of high school students across America,” said Raquel Bidarra, U.S. Country Manager at Body Interact.
ABC and its international division, ADRP: the Association for Blood Donor Professionals, first released Vein to Vein: The Science of Blood Donation, a groundbreaking high school education program in 2022 to help educators craft lesson plans to develop student leadership skills and a lifelong interest in supporting our nation’s blood supply. This turn-key resource is educator-crafted and designed to meet Next Generation Science Standards. Implementation goes beyond the field of science to also offer opportunities to integrate English Language Arts and Mathematics.
This partnership recognizes the increasing demand for digital healthcare education and comes at a critical time for the blood supply. From 2019 to 2021, there was an alarming 60.7% decrease in donations from individuals 16-18 years old. This is especially concerning considering that nearly 20% of all blood drives were held at high schools or colleges last year. Early education and exposure to blood donation is a critical step in creating life-long blood donors.
As part of this collaboration, Body Interact will develop 10 cutting-edge digital scenarios covering essential topics such as blood and trauma, pre-hospital blood use, and the vital need for a diverse blood supply. These immersive scenarios will be integrated into an expanded version of ABC’s Vein to Vein program to be released in the coming weeks, offering educators and students complimentary access to a more engaging and interactive learning experience.
Over the five-year duration of this partnership, ABC members will utilize these scenarios in schools nationwide, enhancing their ability to provide immersive and impactful education in classrooms across the country. Members of ABC’s international division, ADRP: The Association for Blood Donor Professionals, as well as educators implementing Vein to Vein, will receive a complimentary trial to further explore these innovative scenarios.
Founded in 1962, America’s Blood Centers is the national organization bringing together community-based, independent blood centers. Its member organizations operate more than 600 blood collection sites providing close to 60 percent of the U.S., and a quarter of the Canadian, blood supply. These blood centers serve more than 150 million people and provide blood products and services to more than 3,500 hospitals and healthcare facilities across North America. All ABC U.S. members are licensed and regulated by the U.S. Food and Drug Administration. For more information, visit www.AmericasBlood.org.
Body Interact is a clinical system adopted around the world to train learners in decision-making and critical thinking, with lifelike virtual patients, in hundreds of clinical scenarios. Body Interact enables both medical professionals and students to accelerate learning, develop clinical skills and achieve excellence in their performance. Its vision is to be the most reliable, engaging and widely adopted clinical education system in the world. To learn more, visit www.BodyInteract.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
A student who allegedly carried a firearm onto the premises of a Mesquite charter school was hospitalized on Monday morning after being shot by local police.
Officers responded after learning that someone had brought a gun to the Pioneer Technology & Arts Academy’s Oates campus, the Mesquite Police Department wrote on Facebook.
“Officers responded and attempted to negotiate with the subject,” the police department wrote. “During the process of negotiating, an officer involved shooting occurred. No students or officers were injured. The suspect was transported to a local hospital for injuries sustained during the incident.”
Following the shooting, the local police and the Mesquite Fire Department began a reunification plan. Parents were directed to receive their students at a nearby Baptist church.
Officers had been dispatched to the campus at around 8:49 a.m., according to Mesquite police. At some point, the initial “person with a gun” notice was switched to an active shooter call.
The Pioneer Technology & Arts Academy issued a statement letting community members know that, aside from the student suspect, no injuries had occurred.
“Everyone on campus is safe and secure,” district Superintendent Shubham Pandey wrote.
Pandey also noted that an investigation will be launched. After review, the academy may decide to bolster its security procedures.
“We’re just thankful a tragedy was avoided and nothing worse occurred,” Mesquite Fire Department Capt. Travis Block said during a news conference, according to The Dallas Morning News.
NAPERVILLE, Illinois and BARBERTON, Ohio (PRNewswire-PRWeb) —Metrasens, a leading provider of advanced detection systems for security and safety applications, is pleased to announce its partnership with Barberton High School (BHS), the primary high school within the Barberton City School District. BHS selected Metrasens as part of its proactive approach to fortify campus security measures and uphold a safe learning environment.
With recent incidents of bomb threats targeting schools across the United States, concerns about safety in educational institutions have heightened. Recognizing the evolving challenges in maintaining a secure environment, Henry Muren, Principal of Barberton High School, emphasized the need for increased security measures. In response, BHS took proactive steps partnering with Metrasens to enhance existing security protocols and identify potential threats.
“While no bomb threats were directed at BHS during recent incidents, the administration acknowledges the rising threat and the necessity to stay ahead of potential risks,” stated Henry Muren, Principal of Barberton High School. “We are not living in the world of comfort and security, as we once did.”
The school successfully trialed Metrasens Ultra, an advanced metal detection technology with touchless and radiation-free screening. Metrasens demonstrated its capabilities at a BHS football game, followed by deployments at a basketball home game, with plans for further expansion to other events.
BHS Principal Muren emphasized the significance of student participation in security measures, highlighting the school’s commitment to the Sandy Hook Promise and fostering a culture where everyone contributes to ensuring safety. Recognizing the growing prevalence of metal detectors in public spaces, Muren stressed the imperative to adapt to the evolving security landscape.
“Our collective efforts to enhance the safety of our students, staff, and community members are crucial, and Metrasens plays an important role in providing advanced security solutions that align with our commitment to a secure and proactive environment,” Muren remarked.
Metrasens has earned acclaim for providing a mobile and efficient security solution, receiving positive feedback from BHS administrators and the community. The district commends Metrasens for exemplary customer service during implementation. In line with their commitment to enhancing security measures without financial strain, the school actively seeks grant opportunities to acquire additional Metrasens detection systems.
“We believe having another layer of security that is nonintrusive and is safe to use is a logical step forward,” said Jeff Ramnytz, Superintendent of Barberton City Schools. “We will highly recommend Metrasens to other school districts seeking to enhance their security measures as well.”
Metrasens Ultra is designed to be safe for all individuals, including pregnant women and those with medical conditions, operating with a passive search method. The technology allows for efficient and respectful screening, ensuring a secure environment without hindering access.
“We are thrilled to play an integral part in helping BHS achieve its objectives,” said Chris Arbeitman, Vice President of Market and Business Development at Metrasens. “We are aligned with BHS’s proactive approach and remain committed to supporting all of their security initiatives to ensure a safe and positive experience today and into the future.”
About Metrasens Metrasens is the world’s leading provider of advanced magnetic detection technologies. With a technology center and manufacturing facility in the United Kingdom, a North American sales and customer service hub in Chicago and a global network of distributors, the company’s innovative products are designed to address deficiencies in conventional screening methods and make the world safer and more secure. Metrasens’ mission is to take cutting-edge science from the laboratory and use it to create revolutionary, award-winning products that meet the distinct and diverse security needs of its customers. Metrasens’ core technologies have a wide range of real-world applications, embodied by solutions that are easy to adopt and simple to use. For more information, visit http://www.metrasens.com.
About Barberton High School
Barberton High School (BHS), is the primary high school within the Barberton City School District in Barberton, Ohio, serving 1,421 students in grades 9-12. The Barberton City School District offers academic, athletic and arts programs that give each student the opportunity to grow in knowledge, confidence and integrity. Barberton City School’s vision is building a better Barberton, one student at a time with the mission of meeting each child where they are at and growing them year-to-year until they are on one of three pathways – Enrolled, Enlisted, Employed.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
With the high cost of prom, many students have trouble affording the dress and accessories to make them feel beautiful on the night of the dance.
Shoppers look for dresses during the “Project Prom Dress” event in Burtonsville on Saturday. (WTOP/Valerie Bonk)
Shoppers look for dresses during the “Project Prom Dress” event in Burtonsville on Saturday. (WTOP/Valerie Bonk)
With the high cost of prom, many students have trouble affording the dress and accessories to make them feel beautiful on the night of the dance.
That’s where “Project Prom Dress” steps in. It’s the third year for the annual prom attire giveaway event for all high schoolers.
The event is currently looking for you to go through that closet and find your old dresses, accessories and suits to donate for the event on April 13 from 10 a.m. to 3 p.m.
“Celebrating prom is a ‘rite of passage’ for many students, unfortunately the high cost of prom apparel and accessories prohibit many students from participating,” said Montgomery County Executive Marc Elrich. “Every student deserves the right to attend their prom. I encourage any resident or business with prom related items to donate to us and help provide this memorable experience to our young adults.”
Dresses, shoes, accessories and suits made from 2010 to the present, in “wearable condition,” can be donated from Feb. 12 through Feb. 29 at the Marilyn J. Praisner Community Recreation Center Mondays through Thursdays from 9 a.m. to 9 p.m., Fridays from 9 a.m. to 6 p.m., and Saturdays from 10 a.m. to 3 p.m.
There will also be special collection dates hosted by Montgomery County Recreation on:
March 2 from 11 a.m. to 2 p.m. at the Jane E. Lawton Community Recreation Center at 4301 Willow Lane in Chevy Chase.
March 9 from 11 a.m. to 2 p.m. at the Germantown Community Recreation Center at 18905 Kingsview Road in Germantown.
The items will be dry cleaned and put into the boutique on April 13. Any high schooler with a valid high school ID can go to the event, shop the racks, and get one free complete outfit.
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PARAMUS, NEW JERSEY — Savvas Learning Company, a next-generation K-12 learning solutions leader, today announced that it has acquired Outlier.org, an edtech startup that has created a portfolio of high-quality, turnkey, online college-level courses that enable high school students to earn dual credit while never having to leave their school building.
Outlier.org combines cinematic video and charismatic professors with the best in modern, evidence-based teaching techniques to virtually transport the student to a college lecture hall. Its diverse catalog of award-winning courses in the arts, humanities, social sciences, and natural sciences are taught by hand-picked, world-class instructors from NASA, MIT, Harvard, Yale, and other top institutions.
“There’s a growing demand for dual-enrollment and dual-credit opportunities for high school students across the country,” said Bethlam Forsa, CEO of Savvas Learning Company, noting, however, that school administrators have long faced challenges when considering these programs for their students, such as limited course offerings, along with costly transportation and other logistical issues.
“With Outlier, we are seeking to change that,” Forsa continued. “This acquisition will allow us to create an exciting new opportunity for the millions of high school students served by Savvas.”
In addition to providing students a path toward their college degree, the Outlier offerings also give those looking for valuable career and workforce training the opportunity to earn credit-bearing professional certificates from leading technology companies like Google, Meta, and Salesforce.
Many high school administrators recognize the value of dual-credit courses because they prepare their students for the rigor of college while also enabling them to earn both high school and college credits at the same time. Dual-enrollment and dual-credit programs have also been proven to lead to increased rates of high school graduation and college enrollment, particularly for students who have been historically underrepresented in higher education.
Students who successfully complete Outlier courses earn transferable college credits from Outlier’s university partners, the University of Pittsburgh, a top 50 global university, and Golden Gate University. Currently, 48 states and the District of Columbia have adopted state-level, dual-enrollment policies, including 28 states that have established multiple dual-enrollment programs, according to the Education Commission of the States.
Outlier’s asynchronous 14- and 15-week (semester) and 39-week (full-year) general-education courses offer high school students an introduction to the fundamental ideas typically taught on college campuses in STEM, humanities, economics, business, and other classes. The courses are designed to fit within a standard 45-minute period. Any high school teacher can support any course, aided by easy-to-use dashboards that provide faculty real-time visibility into student progress.
“We are proud of our students’ success and excited to join Savvas to bring our proven classes to more students,” said Aaron Rasmussen, founder and CEO of Outlier.org. “We are thankful to our university partners, our educators, our students, and our team members who have helped us to accomplish our mission to provide access to college and career learning to students, regardless of geography or socioeconomic background.”
High school administrators interested in the Outlier dual-enrollment and dual-credit offerings provided by Savvas can learn more about them here.
ABOUT SAVVAS LEARNING COMPANY
At Savvas, we believe learning should inspire. By combining new ideas, new ways of thinking, and new ways of interacting, we design engaging, next-generation K-12 learning solutions that give all students the best opportunity to succeed. Our award-winning, high-quality instructional materials span every grade level and discipline, from evidence-based, standards-aligned core curricula to supplemental and intervention programs to state-of-the art assessment tools — all designed to meet the needs of every learner. Savvas products are used by millions of students and educators in more than 90 percent of the 13,000+ public school districts across all 50 states, the District of Columbia and Puerto Rico, as well as globally in more than 125 countries. To learn more, visit Savvas Learning Company.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.
In a new data analysis published in the February 2024 issue of the Economics of Education Review, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry.
“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important.
The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.
Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.
Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.
Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the Panel Study of Income Dynamics (PSID), a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.
The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14 percent of the enrichment time), followed by before- and after-school programs (7 percent). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.
The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry.
At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors.
But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.
However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.
In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.
The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.
A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school?
The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)”
Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system.
It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.
This story about extracurricular activities was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Proof Points newsletter.
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The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
GLENS FALLS, N.Y. (NEWS10) -The local high school basketball scene is laying up towards a new championship location. For much of the last few decades, the Cool Insuring Arena has been the host of the Boy’s Basketball Championship.
2024 will be their last year under a contract that is not being renewed. “We really thought this year’s bid was very competitive. Internally, we thought it was a better bid than Binghamton put forward but unfortunately, the New York Public High School Athletic Association decided to go in a different direction,” said General Manager of the Cool Insuring Arena, Jeff Mead.
Visions Veterans Memorial Arena will be their new home. Mead says this is not the first time the games went to the Southern Tier, being 2017 through 2019.
“We fill the hotels with the athletes that come to Glens Falls and the fans that have come from all over New York State. Our local restaurants, our bars, our retail stores… It’s a big hit on them financially.”
“The basketball tournament is one of our biggest days of the year. I would say that weekend is one of the top three best weekends in terms of business,” explained Bar Supervisor at Davidson Brothers Brewpub, Alex Doin.
Doin adds this winter season is slow but similar to years past. He is looking forward to the championship-level crowds before they disappear for at least three years.
“Right now, with the hockey games, they’re kind of what keeps a lot of the businesses afloat this time of the year. The prospects of any event at the arena really helps us a lot.”
From Thursday, March 14 to Sunday, March 17, The Boy’s Basketball Championship will be in Glens Falls.
How many times have you heard successful people talking about the obstacles they overcame, the discouraging chapters they endured, the “rock bottom” from which they rose up? Maybe you see your own life in similar terms. It’s a particular narrative that ends with success, and anyone who has lived it would tend to think other people’s lives can, with work, conform to this arc. We need to get away from that assumption. Some people’s lives aren’t on an upward trajectory and may never be, and those people also deserve respect and dignity.
Early this month I met with three of my unhoused neighbors in Venice, one who has been on and off the street for 20 years, one who has autism, and one whose life was upended by a toxic relationship. They agreed to share their stories with The Times on condition that their last names not be used.
Governments and nonprofits pour untold sums into caring for the unhoused through myriad programs, but in speaking with unhoused people, I often hear that their needs are not very complex. Even a modest monthly check would be transformative to the lives of many. What if a big piece of the solution to homelessness were simply a universal basic income? — Robert Karron
Brandon
My name is Brandon, and I’m 37 years old. I grew up in Lancaster, in the Antelope Valley. I was 9½ weeks premature — only a bit over 3 pounds. I’ve made up for it since then. But my first year of life I had lots of seizures.
“I didn’t understand why I had this unfulfilled feeling,” Brandon said of an early job he had. “My father had a face of fulfillment after a day’s work. Why didn’t I? I wanted to achieve that but didn’t know how.”
(Courtesy of Robert Karron)
I graduated from high school early, when I was 15. I did independent study, because school was becoming increasingly strange. There was violence and gang activity. Kids would get kicked out of L.A. County, then transfer to ours, in Kern County. I remember one kid shot and killed another in the eighth grade. They knew each other from L.A., and they had a beef from then. It happened in front of my math teacher’s house. For years, you could see the bullet holes in the wall. That kid was tried as an adult and got two life sentences. It’s like the school was a training camp for jail.
It was also a racial political zone. I celebrate Hanukkah, and there was a group of kids that chose to call me names. I put myself out there, telling people I celebrated — I didn’t have to do that. But I didn’t realize it was going to be something that would be detrimental to my social well-being.
So I took classes at home. It was good because I could go at my own pace, but it was bad because I got too familiar with my parents; we could have used more distance. I didn’t get along with my mom, and we clashed.
After high school, I thought I’d go to the Marines — my grandfather was a decorated war hero — and they accepted me into the deferred entry program, but they found marijuana in my drug test, so that didn’t work out. I was exposed to drugs early; it was rampant at my high school. You were pressured to take them because the kids who were selling were depending on it for their livelihood; in their families, they were the earners. It seemed glamorous then, but I don’t see any glamour in it now.
I just use these blankets. It’s not enough, but people steal so frequently, it’s hard to keep stuff.
— Brandon
I started working for an insurance company, and I stayed for seven years. I was also taking college classes at Antelope Valley College, music classes, my passion. I didn’t think of music practice as “practice,” because when you’re getting so much pleasure out of something, “practice” isn’t in your mind-set. But when the money started coming in, I let all that slide.
I had lots of jobs within the company, but mainly I was a patient service associate. By the time I was 17, I had my own apartment; my parents helped me furnish it, super sweet of them, but I wasn’t ready for that kind of responsibility. Even though I was making money, it was a miserable existence. It was a dark period for me. I kept feeling empty at the end of each day. I didn’t understand why I had this unfulfilled feeling. My father had a face of fulfillment after a day’s work. Why didn’t I? I wanted to achieve that but didn’t know how.
At 18, I fell in love with a woman who was 22 years older than me. I was with her for seven years. She was an amazing artist. Eventually I quit my job and worked as a butler for her friends. When I left her, I sought therapy, because I’d lost my grip on society. I tried to get into music then, but there weren’t many opportunities.
I’ve been on and off the streets for 20 years. I just use these blankets. It’s not enough, but people steal so frequently, it’s hard to keep stuff. I’d like to get my own space, but I’m not sure how. I’m putting one foot in front of the other. It’s hard because I have a stomach bug and all these wounds on my leg and hand that never heal. They’re in a constant state of infection.
Garrick
My name is Garrick, and I’m 56 years old. I’ve been in L.A. for nine months. Before that I was in New York City for 11 years (128 months). I’m scheduled to move again 39 days from now, on Tuesday, Feb. 20, and I need to find a place where I can spend the day before — from 8 in the morning till 8 at night — getting cleaned up. I don’t know where that will happen. Do you have any ideas? Is there a gymnasium in L.A. that has army cots and a big bathroom with showers and sinks and commodes where you can go and leave anytime you want as long as you sign your name? I’m asking because I’ve never heard of such a thing.
“What I’d like for after my bus trip is a CD player,” Garrick said of his plan to move to Boston. “Then I need a CD with every song Led Zeppelin ever sang.”
(Courtesy of Robert Karron)
I’m moving to Boston, but I need someone’s smart device to check Greyhound for the bus that makes stops in Phoenix, El Paso, Dallas, Atlanta, Washington, D.C., and three stops in South Carolina: Anderson, Greenville and Spartanburg. Then I need to see what time the bus arrives in Boston. If I know the time, I can plan out my first day.
I’m moving because Boston has everything I need. In L.A. I’m laying on the sidewalk with chiggers. It’s better than New York by a long margin, but in Boston I’ll have better prospects because I know the neighborhoods and resources and trains and shopping centers. I lived there for four months, before moving to New York. In between, I was in Providence, for two days and two nights.
There are a lot of variables when you come from a broken home, and you have high-functioning autism, and your stepfather was drafted in the Vietnam War and was an authoritarian figure who moved you and your mother to Ohio.
My mother and I identify with each other and idolize each other. We could always work things out, if it was just the two of us. But that went down the toilet when my mother let people deter things between us, when they talked a line to her. When she was manipulated, things went in different directions.
Jobs? If you have high-functioning autism, you can’t hold a job.
— Garrick
I like heavy music, specifically the songs from the summer and fall of 1972 and the winter, spring, summer and fall of 1973. The utmost prime example of that is music by Led Zeppelin — by a long margin, my favorite singing group. What I’d like for after my bus trip is a CD player without earphones (those always make the player fall apart) that operates on batteries. I can pay for the batteries. Then I need a CD with every song Led Zeppelin ever sang.
Jobs? If you have high-functioning autism, you can’t hold a job.
I have three main sleeping spots. One of them is here. Last night it dipped down to 46 and 47 degrees. To keep warm I use linens I stash behind those bushes.
Cynthia
My name is Cynthia, and I’m 59 years old. I was born in Ohio but raised in Wisconsin. I completed junior high, but at 15 I quit school because I got pregnant. The father was a family friend in his 20s who my mother had asked to watch us when she took classes to become a certified nursing assistant. He ended things when he found out I was pregnant.
“I took the bus to Union Station in Pasadena, where they help you find a place,” Cynthia said. “But soon I was on the streets.”
(Courtesy of Robert Karron)
By 17 I was having problems with depression, and the state took my daughter away. It’d be illegal now: They threatened to cut off my mother’s welfare checks if I didn’t sign the papers. I got pregnant again at 21 and have a son who loves me to death; he’s in Kentucky now with his dad, my ex-fiance. We were going to get married, but he wanted me to live in his mother’s house for a year; I said no and moved back in with my mom. He came to get the engagement rings. That made me mad, so I threw them into the front yard. He searched for two hours but eventually found them.
I went back to school and got my GED. I was taking college business courses, but the man I was married to then couldn’t hold a job, so I quit and started working at a company that sent out cheese and candy packages.
Later I was engaged to someone who moved me to Minneapolis, where I worked at a Greek restaurant. When I found him in bed with another man, I had to find another place to stay. The owner of the restaurant, who liked me, was going to put me up, but his wife got jealous. So I had to move back home again.
I met my boyfriend Greg. We got to talking, and by nighttime he was cuddled up next to me.
— Cynthia
When I was living at home, I began a 10-year relationship with someone I saw a few times a year. He said he was in the armed services and was always traveling. After 10 years I was 53, and he asked me to move in with him in Los Angeles. I’m two hours on the bus when I call him. He says he’s in trouble and needs $500. I say I don’t have it. He says, get it any way you can. When I couldn’t get it, he stopped taking my calls. I took the bus to Union Station in Pasadena, where they help you find a place — but soon I was on the streets.
I was protected by this great guy called Tennessee (he was from Tennessee), and two weeks later, I met my boyfriend, Greg. We got to talking, and by nighttime he was cuddled up next to me. Tennessee gave him a blanket, but at midnight I told him to leave — it was going too fast. But it all worked out. We’ve been together 5½ years, and we’re going to get married after we move in together.
Robert Karron teaches English at Santa Monica College.
On Tuesday, curiosity finally got the best of me. How potent could Panera’s Charged Lemonades really be? Within minutes of my first sip of the hyper-caffeinated drink in its strawberry-lemon-mint flavor, I understood why memes have likened it to an illicit drug. My vision sharpened; sweat slicked my palms.
Laced with more caffeine than a typical energy drink, Panera’s Charged Lemonade has been implicated in two wrongful-death lawsuits since it was introduced in 2022. Though both customers who died had health issues that made them sensitive to caffeine, a third lawsuit this month alleges that the lemonade gave an otherwise healthy 27-year-old lasting heart problems. Following the second death, Panera denied that the drink was the cause, but in light of the lawsuits it has added warnings about the drink, reduced its caffeine content, and removed the option for customers to serve themselves.
All the attention on Panera’s Charged Lemonade has resurfaced an age-old question: How much caffeine is too much? You won’t find a simple answer anywhere. Caffeine consumption is widely considered to be beneficial because it mostly is—boosting alertness, productivity, and even mood. But there is a point when guzzling caffeine tips over into uncomfortable, possibly unhealthy territory. The problem is that defining this point in discrete terms is virtually impossible. In the era of extreme caffeine, this is a dangerous way to live.
Most people don’t have to worry about dying after drinking Charged Lemonade. The effects, though uncomfortable, usually seem to be minor. After drinking half of mine, I was so wired that I couldn’t make sense of the thoughts ricocheting around my brain for the next few hours. Caffeine routinely leads to jitteriness, nervousness, sweating, insomnia, and rapid heartbeat. If mild, such symptoms can be well worth the benefits.
But consuming too much caffeine can have serious health impacts. High doses—more than 1,000 milligrams a day—can result in a state of intoxication known as caffeinism. The symptoms can be severe: People can “develop seizures and life-threatening irregularities of the heartbeat,” and some die, David Juurlink, a toxicology professor at the University of Toronto who also works at the Ontario Poison Centre, told me. “It’s one of the dirty little secrets, I’m afraid, of caffeine.” Juurlink said he occasionally gets calls about people, typically high-school or college students, who have ingested multiple caffeine pills on a dare or in a suicide attempt.
You’re unlikely to ingest that much caffeine from beverages alone, yet the increasing availability of highly caffeinated products makes it more of a possibility than ever before. Besides Panera’s Charged Lemonade, dozens of energy drinks contain similar amounts of caffeine, and some come in candy-inspired flavors such as Bubblicious and Sour Patch Kids. Less potent but highly snackable products include caffeinated coffee cubes, energy chews, marshmallows, mints, ice pops, and even vapes. Consumed quickly and in rapid succession, these foods can lead to potentially toxic caffeine intake “because your body hasn’t had time to tell you to stop,” Jennifer Temple, a professor at the University of Buffalo who studies caffeine use, told me.
More than ever, we need a way to track our caffeine consumption, but we don’t seem to have any good options. In all of the lawsuits against Panera, the basic argument is this: Had the company more adequately warned customers of the drink’s caffeine content, perhaps no one would have been hurt. But most of us just aren’t used to thinking about caffeine in numerical terms the way we do with calories and alcohol by volume (ABV). Caffeine intake is generally something that’s not measured but experienced: I know, for example, that a double espresso from the office coffee machine will give me the shakes. But even though I knew how much caffeine is in a Charged Lemonade, I had no idea how much of it I could drink before having the same reaction.
The FDA does have a recommended daily caffeine limit of 400 milligrams, the equivalent of about four or five cups of coffee. “Based on the relevant science and information available,” a spokesperson told me, consuming that much each day “does not raise safety concerns” for most adults, except for people who are pregnant or nursing, or have concerns related to their health conditions or the medication they take. The agency, however, doesn’t require food labels to note caffeine content, though some companies include that information voluntarily.
But the numbers are helpful only up to a point. The FDA’s daily recommendation is a “rough guideline” that can’t be used as a universal standard, because “it’s not safe for everybody,” Temple said. For one person, 237 milligrams could mean a trip to the hospital; for another, that would just be breakfast. The effect of a given caffeine dose “varies tremendously from person to person based upon their historical pattern of use and also their genetics,” Juurlink told me.
Although people generally aren’t aware of the amounts of caffeine they consume, they tend to develop a good sense of how much they can handle, Temple said. But usually, this knowledge is product-specific; when trying a new caffeine product, the effect can be hard to predict. Part of the problem is that the amount of caffeine in products varies dramatically, even among drinks that may seem similar: A 12-ounce Americano from McDonald’s contains 71 milligrams of caffeine, but the same drink at Starbucks contains 150 milligrams. The caffeine in popular energy drinks ranges from 75 milligrams (Ocean Spray Cran-Energy) to 316 milligrams (Redline Xtreme), according to the Center for Science in the Public Interest.
Contrast this with alcohol, which tends to be served in conventional units regardless of brand: a can of beer, a glass of wine, or a shot of liquor, all of which have roughly the same ability to intoxicate. Having a standard unit to gauge consumption isn’t foolproof—consuming too much alcohol is still far too easy—but it is nevertheless helpful for thinking about how much you’re ingesting, as well as the differences between beverages. Without such a metric for caffeine, consuming new beverages takes on a daredevil quality. Sipping the Charged Lemonade felt like venturing into the Wild West of caffeine.
The reason we aren’t good at thinking about caffeine is that historically, we’ve never really had to think that hard about it. Sure, one too many espressos might have occasionally put someone over the edge, but caffeine was consumed and sold in amounts that didn’t require as much thought or caution. “A generation ago, you didn’t have all these energy drinks,” so people didn’t grow up learning about safe caffeine consumption the way they may have done for alcohol, Darin Detwiler, an food-policy expert at Northeastern University, told me.
Compounding the concern is the fact that energy drinks are popular with kids, who are more susceptible to caffeine’s effects because they’re smaller. Kids tend to drink even more when drinks are labeled as highly caffeinated, Temple said, and the fact that they contain huge amounts of sugar to mask the bitter taste of caffeine adds to their appeal. Last year, a child reportedly went into cardiac arrest after drinking a can of Prime Energy—prompting Senator Chuck Schumer to call on the FDA to investigate its “eye-popping caffeine content.”
Nothing else in our daily diet is quite like caffeine. Certainly people swear by it, and its benefits are clear: Research shows that it can improve cognitive performance, speed up reaction time, and boost logical reasoning, and it may even reduce the risk of Parkinson’s, diabetes, liver disease, and cancer. But for a substance so ubiquitous that it’s called the most widely used drug in the world, our grasp of how to maximize its benefits is feeble at best. Even the most seasoned coffee drinkers sometimes unintentionally get too wired; as new, more highly caffeinated products become available, instances of caffeine drinkers overdoing it will probably become more common. Perhaps the best we can do is learn how much of each drink we can handle, one super-charged sip at a time.
The former Fox News host Megyn Kelly spoke out on Monday to blast the Republican presidential candidate Nikki Haley for refusing to say if a man can become a woman.
Nikki Haley trots out the small government line on transgender question:
“We want to make sure people can live any way they want to live. You should be free to live the way you want to live, government and everybody else can stay out of your way.” pic.twitter.com/44QQTpXsRP
During Monday’s episode of her eponymous SiriusXM talk show, Kelly played a clip in which Haley was asked “Can a man become a woman?” during a town hall in Iowa on Sunday.
“There’s been a lot that’s been talked about when it comes to, um, all of these roles and all of these issues,” Haley replied. “I strongly believe that we should not allow any gender change surgeries to anyone before the age of 18. Period.”
“We — kids now, can’t get a tattoo until they’re 18,” she continued. “We shouldn’t have them permanently change their body until they’re 18. And that includes puberty blockers. That includes any sort of hormones that would do that. After the age of 18 — we want to make sure people can live any way they want to.”
Kelly, however, was not having any of it.
“That’s a dodge,” Kelly said response to Haley’s comments. “The answer’s no.”
Kelly’s guest Dave Rubin agreed with her, pointing out that sex change surgeries do not change the patient’s gender.
“If I chopped my wang off live while we were doing this live, that wouldn’t make me a woman, and if you chopped some tissue off your arm and gave yourself one, that wouldn’t make you a man,” Rubin said. “I’m sorry, I know it’s a little early in the day. I’ve been under a lot of pressure with this caucus thing, but you get the point.”
Kelly could not help but laugh at this.
“Oh my god, this is like an X-rated show. Wangs and caucuses,” she said.
Kelly previously talked to The Washington Examiner about the transgender issue, saying that children are the ones “paying the price” with the uptick in young people identifying as trans and undergoing medical procedures such as hormone replacement therapy at early ages.
“It’s exploded from a very small niche mental health issue into something that is a social justice dangerous contagion that is leading to sterility,” Kelly said, going on to detail “the voluntary removal of healthy body parts [and] removal of custody from well-meaning parents who love their children” occurring as a result of this social movement.
“I really see this as the women’s rights issue of our time,” she said.
Kelly revealed in June of last year that though she was once protective of transgender people, she will no longer be using “preferred pronouns” because of how out of control this movement has gotten.
Last month, Haley said that she will “always fight” against biological boys playing girls sports.
“They can find a place for trans kids to play sports, but biological boys should not be playing in girls’ sports,” Haley said, according to The Advocate. “My daughter ran track in high school. I don’t know how I would even have that conversation with her. How do we tell our girls that it’s OK to have a biological boy in their locker room? It’s not. In no scenario.”
“You’ve got women who have worked so hard all their life to really get to points in high school and college where they want to, and to have a biological man, who’s physiologically different, athletically, go and take that away from those women, no, we’re not gonna erase the women like that,” she continued. “You can’t do that. You can find other ways of dealing with this, but it doesn’t have to be on the backs of our girls, who we’re trying to make strong. It’s the wrong thing to do, and I’ll always fight against that.”
Nikki Haley clarifies she’s against gender transition before age of 18, men in women’s sports, men getting into women’s bathrooms, and all the transgender woke movement. 👏🏻
What do you think about this? Let us know in the comments section.
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An Ivy leaguer, proud conservative millennial, history lover, writer, and lifelong New Englander, James specializes in the intersection of culture and politics.
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AcceptU’s recent national survey of more than 400 high school students and parents provides 10 key takeaways on what matters to college applicants today and how they – and their families – are approaching the admissions process at a time of significant change
NEWTON, Mass., January 10, 2024 (Newswire.com)
– At a time of significant change in higher education, gaining insight into the mindset, attitudes and perspectives of today’s college applicants is crucial. How are they approaching the admissions process? What matters to them (and their parents)? What are their priorities, concerns and opinions – and how is that shaping their college decisions?
The Parent & Student College Admissions Survey, conducted nationally in December 2023 by AcceptU, a leading college consulting firm, provides insights into these questions – and more. With more than 400 high school parents and students participating, the survey captures a diverse range of viewpoints on key issues, such as affordability, diversity, mental health and college choice.
Our findings reveal a complex and multifaceted picture of the current college admissions playing landscape, offering a glimpse into the trends that may redefine the future of higher education – for both students and universities. We have distilled responses into 10 key takeaways, each offering unique insights and implications for applicants, parents and academic institutions.
Half of applicants want to ban legacy admission; one-third support affirmative action
Families are divided on the impact of political and social issues on college choice
COVID-19 no longer impacts college planning for the majority of families
Eighty percent of students cite cost as the dominant factor influencing their college decisions
Students are stressed about the college process and the majority say their parents are the cause
Parents are deeply involved – and many say it’s because schools are falling short
College rankings still matter a lot and one-third of applicants will apply to 20+ colleges
Applicants are taking a pragmatic approach, prioritizing academics, cost and career
Career prospects drive major choice and indicate a paradox for non-STEM majors
Twenty-five percent of students are opting for test-optional; many are skeptical of testing efficacy
“Our recent survey illuminates the evolving dynamics in college admissions, offering invaluable insights directly from families navigating this complex journey,” said Marc Zawel, CEO of AcceptU. “The diverse responses not only open a window into today’s applicant priorities and concerns but also highlight evolving trends.”
“The insights from our survey highlight a transformative period in college admissions,” said Stephen Friedfeld, COO of AcceptU. “We’re seeing a paradigm shift in applicant behavior, priorities and strategies, fundamentally altering the landscape for students, parents and educational institutions alike.”
AcceptU is the #1 rated college consulting group. Its team, composed entirely of former college admissions officers, advises families on all aspects of the college planning process, enabling students to stand out and realize their full potential. Since 2010, AcceptU has supported nearly 7,000 applicants in the process; more than 90% are admitted to one, or more, of their top three choices.
There are more than 140,000 special education (SPED) students in the state of Washington. Often, these students don’t have access to the same level of resources that are available to general education students. While we have made great strides in how we support students receiving special education services, there are still equity gaps that exist in areas like college and career planning.
Special education students can be perceived as being unable to succeed in general and advanced level high school classes, engage in challenging job training, or succeed in postsecondary education. Often, these low expectations are fostered by previous educational experiences that teachers, school counselors, and parents had during their own K-12 education. Special education students should have their ambitions, interests, and talents acknowledged and encouraged, while also taking into consideration the learning supports needed for them to succeed.
Regardless of ability, all students are entitled to access the resources that help them develop a successful and fulfilling post-secondary plan.
Here are three ways to help special education students engage in the college and career planning process:
Identify goals
Establishing goals is a critical first step for all students in the post-secondary planning process, as this provides a clear vision of what they want to achieve, and begins to create a road map of how to get there.
School staff and families should work together to help special education students set goals that reflect and embrace the realities of their academic challenges without lowering expectations that could limit their options. These goals should be achievable, ambitious, and most importantly, personalized to include the student’s capabilities, strengths, and aspirations, while pushing them to maximize achievement based on their strengths.
Coursework can offer valuable insights, as well as reviewing what goals students have established for themselves in high school, to help in developing a clear and complete inventory of their skills. This will enable the career and college readiness team to have a solid understanding of what tools and support these students need to succeed.
It’s important to keep conversations surrounding goal setting positive and focused on strengths, especially for students, staff, and families, who may struggle to see the possibilities for their future.
Provide personalized experiences and instruction
As with all students, the skills for college and career readiness can be developed in a variety of environments, with the support of both school staff and the larger community.
Creative opportunities for skill building and workforce training can be found within many schools. For instance, in our school district, we have special education students that work as teacher’s assistants delivering mail to offices and classrooms. Additionally, both hard and soft skills are learned and cultivated outside the classroom in experiential settings, such as: community service projects, extracurricular activities, job shadowing, career mentorship, informational interviews, internships, practicums, and afterschool programs.
Evaluate what skills and talents your special education students have, and create multiple opportunities both in and out of the classroom, to help students build upon them and prepare them for post-secondary life.
Group involvement
Special education students are often working with many different professionals within the school system, so it’s important that everyone involved has a shared understanding of their interests, strengths, and future goals to help them succeed.
Successful collaboration can help facilitate positive and realistic conversations among the entire team, ensuring all stakeholders are working toward supporting the student in reaching their post-secondary goals. College and career readiness software is a valuable tool that keeps everyone on the same page, allowing multiple individuals to easily track and monitor student progress. For Special Education students, the transition from high school to college or career can be a major step, so parent or guardian involvement is especially critical as they continue to offer support and guidance after graduation.
Everyone who is a part of the student’s team–administrators, teachers, counselors, paraeducators, and parents–needs to embrace a culture and belief system that Special Education students are capable of high-level work, can succeed in postsecondary education, and can embark upon meaningful careers. Special education students deserve the same opportunities as their general education peers, including the individualized support that their path may require along the way.
Chad Quesnell, Career and College Readiness Specialist, Eisenhower High School
Chad Quesnell is a Career and College Readiness Specialist for Eisenhower High School in the Yakima School District in Yakima, WA.
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Chad Quesnell, Career and College Readiness Specialist, Eisenhower High School
John Dickerson reports on a deadly school shooting in Iowa, more court documents linked to Jeffrey Epstein are released, and why President Joe Biden is meeting with prominent historians.
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INDIANAPOLIS, Ind. — According to the World Trade Organization (WTO), growing inflation and tighter monetary policy in the United States and abroad, along with unrest in Ukraine and the Middle East, have led to a broad-based trade slowdown in 2023. Poptential™, a family of free social studies course packages, explores the historical significance of global trade in its World History curriculum, equipping high school educators with media-rich content to help students gain a deeper understanding of the importance of free trade.
“High school students rely on robust global trade for many of the products they use every day, so it’s important for them to understand how free trade impacts our economy,” said Julie Smitherman, a former social studies teacher and director of content at Certell, Inc., the nonprofit behind Poptential. “Poptential’s global trade lessons help teachers engage students in discussions about how events, such as economic swings, geopolitical upheaval, and the Covid-19 pandemic, have disrupted the flow of trade, and the importance of trade in the effort to eradicate poverty and enhance the economies of countries big and small.”
Poptential course packages boost student engagement by using a variety of pop culture media to illustrate concepts, including those taken from sitcoms, movies, animations, cartoons, late-night shows, and other sources. Lessons on the history of global trade in Poptential World History Volumes 1 & 2 e-books, include:
The Silk Road:A video featured in a mini-lesson in Volume 1 provides an overview of China’s incredibly lucrative silk trading business along the Silk Road. Silk was used as currency to exchange for other valuable goods across many continents. This trade model was a precursor to today’s globalization of trade and is not to be confused with the online black market entity titled Silk Road, which was shut down by the FBI in 2013.
Mongol Empire Accelerates Trade: With the start of the Mongol Empire in 1206, trade began to flourish. Mongol control of the Silk Road made it a safer route, allowing European merchants and craftsmen to journey to China for the first time in history. The December 4 bell ringer features a video that looks at Genghis Khan’s legacy, the rise of the Mongol Empire, and its influence on trade between East and West.
Encouraging Trade Relations: Founded in October 1945, the United Nations deals with many foreign policy issues. Featured in the same bell ringer, this video outlines the establishment of the U.N. and the role it plays in encouraging good relations among its members to promote social and economic cooperation, such as trading among nations.
Exploiting Resources and Trade Routes: Areas of the world that are rich in natural resources, such as oil, precious metals, and minerals, or those that have important trade routes, have throughout history been exploited by outsiders who want to gain control of the flow of their resources. This video in Volume 2 offers a look at how Europeans took control of Africa in the late 1800s to reap the financial benefits of its many natural resources.
Poptential course packages include everything instructors need to teach a subject, including lessons, e-books, bell ringers, quizzes, and tests. The curriculum is standards-based and developed by teachers.
Poptential is available via a digital platform that allows students to access lessons even in poor bandwidth environments. Course packages in American History, World History, U.S. Government/Civics, and Economics are available free at www.poptential.org.
About Certell, Inc.
Certell is a 501(c)(3) nonprofit dedicated to fostering a generation of independent thinkers. With over 100,000 users across the United States, Certell’s Poptential™ family of free social studies courses has garnered numerous awards, including recognition from EdTech Digest Awards, Tech&Learning, Tech Edvocate Awards, the National Association of Economics Educators, and Civvys Awards. For more information about Poptential™ and Certell’s mission, please visit www.poptential.org.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Charlotte, NC – GoldieBlox and Discovery Education today announced a new education initiative – Maker High. Maker High offers an immersive learning experience hosted on Roblox for educators to teach chemistry in middle and high school classrooms.
Maker High is a new experience on Roblox from the award-winning GoldieBlox team that leverages the power of gamified learning to deeply engage learners in chemistry. Maker High features Chem Lab Escape, a virtual escape room set in a chemistry lab where high school students explore core concepts of chemistry through dynamic gameplay. Chem Lab Escape empowers students to solve challenges such as combining elements and solutions to create chemical reactions and adding and removing heat energy to water to navigate an obstacle course. Accompanying student-driven activities and hands-on investigations are aligned with the Next Generation Science Standards and facilitate instruction around particle motion and the types of chemical reactions. Resources from Maker High, including the Chem Lab Escape, pair digital media with easy-to-follow instructions and are simple to incorporate into any lesson plan and learning environment.
“GoldieBlox has over a decade’s worth of experience making STEM fun and inclusive, especially for girls who have been traditionally excluded from STEM fields. Maker High empowers students to understand and master STEM concepts. Maker High makes learning fun by meeting students where they already are: on Roblox. Every detail of these resources are thoughtfully designed to strike that hard-to-reach balance of entertainment and academic rigor, all while delivering the learning content in an accessible, inclusive way,” said Debbie Sterling, CEO and Founder of GoldieBlox. “We hope teachers and students come back to play again and again to build upon their STEM skills.”
GoldieBlox is a Roblox Community Fund (RCF) grantee. Established in 2021, RCF offers grants to educational organizations and developers to enable the creation of innovative learning experiences and curriculum leveraging the platform in immersive and compelling ways.
Learn more about Maker High at makerhigh.discoveryeducation.com or within Discovery Education Experience, the award-winning K-12 learning platform. Connecting educators to a vast collection of high-quality, standards-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources, Discovery Education provides educators with an enhanced learning platform that facilitates engaging, daily instruction.
“Research shows that game-based learning proves an effective teaching tool in an educator’s toolbox. We’re proud to team up with GoldieBlox to bring chemistry to life through Maker High on Roblox,” said Amy Nakamoto, General Manager of Social Impact at Discovery Education.
GoldieBlox is a multimedia company on a mission to make Science, Technology, Engineering and Math (STEM) fun and accessible for all youth, especially girls, who have been underrepresented in STEM fields. Founded by Stanford engineer Debbie Sterling, GoldieBlox is known for “disrupting the pink aisle” and challenging gender stereotypes with the world’s first girl engineer and coder characters in children’s toys. For the past decade, GoldieBlox has inspired millions of girls around the world with videos, animation, books, apps, curriculum, toys, and merchandise; the tools that empower girls to build their confidence, dreams and ultimately, their futures.
GoldieBlox has been recognized as a disruptive leader in educational entertainment and has reached billions of consumers through TV, radio and digital as the first startup company to win a free Super Bowl commercial and have a float in the Macy’s Thanksgiving Day Parade. GoldieBlox and its founder, Debbie Sterling, have won numerous awards, including the Toy Industry’s Educational Toy of the Year Award, Fast Company’s list of Most Innovative Companies, Fortune’s 40 Under 40, President Obama’s Ambassadorship for Global Entrepreneurship, and the National Women’s History Museum’s “Living Legacy” award for inspiring girls around the world.
About Discovery Education
Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and social impact programs, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Chicago — The San Isidro Independent School District in Texas is embracing the immersive power of virtual reality technology through implementation of the award-winning ClassVR VR/AR headsets in its middle and high school classrooms. The district leveraged federal GEAR UP Pathways to the Future grant funding to purchase ClassVR, which includes thousands of pieces of VR and AR content to support all subject areas. San Isidro ISD is among 13 school districts in Texas Region One Educational Services Center’s service area to have signed on with ClassVR using GEAR UP Pathways to the Future grants.
“The GEAR UP program has been great for bringing technology and training to our district,” said Cristobal Vela, GEAR UP facilitator for San Isidro ISD. “ClassVR provides an excellent opportunity to have students experience places that they otherwise would never be able to visit.”
English teachers, for example, are using ClassVR to immerse students in scenes from author John Steinbeck’s “Of Mice and Men.” Social studies teachers are using it to take students on virtual field trips to big cities such as Times Square in New York City. In sixth and seventh grade science classes, students are using ClassVR to virtually go inside of an atom to see how it’s constructed.
The GEAR UP grant program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing services for high-poverty middle and high schools. San Isidro ISD serves a rural community in southern Texas where 95% of students are Hispanic/Latino and 100% qualify for free or reduced-price lunch.
ClassVR is an all-in-one VR/AR headset designed specifically for K-12 schools. Used by more than 1 million students in 100,000 classrooms worldwide, it includes all hardware, software, tools, training, support and implementation services needed for teachers to deploy AR/VR in their classrooms. ClassVR’s content hub, Eduverse, gives teachers access to thousands of VR and AR resources and content to enhance lessons and engage students more deeply in what they are learning. Students can virtually experience walking with polar bears, swimming with sharks, or traveling back in time to see what it was like in a World War I trench.
New for the 2023-24 school year, Avantis aligned 400+ lessons in ClassVR to U.S. state standards in science, social studies and English language arts, providing added value and convenience for teachers.
In addition to qualifying for GEAR UP grants, ClassVR also qualifies for ESSER funds because it helps teachers support student academic achievement and address learning loss.
“Utilizing grant funding for ClassVR is really a great way to support equity in schools because it gives students access to cutting-edge technology, and allows those who might not have had opportunities to travel, to experience different places through the power of virtual reality,” said Avantis Education’s Chief Executive Officer Huw Williams. “GEAR UP grants offer a great opportunity to bring technologies like ClassVR into schools to help enhance lessons and support academic success in secondary school and beyond.”
Avantis Education, the creators of ClassVR, provides simple classroom technology used by more than a million students in over 90 countries.
The world’s first virtual reality technology designed just for education provides everything a school needs to seamlessly implement VR technology in any classroom, all at an affordable price. To learn more visit www.avantiseducation.com and www.classvr.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
With college application season in full swing and the competition for acceptance into top schools more competitive than ever, students are turning to AI-powered tools for application support, reveals a new survey from Brainly. Seventy percent of high school juniors and seniors believe AI-powered tools, including ChatGPT, can be a resource in brainstorming ideas for their college essays or short answer responses. Brainly’s survey earlier this year reveals that high-school students are also accessing AI-powered tools, such as those integrated into Brainly’s educational app, for individualized homework help.
Brainly’s survey comes when the acceptance rate among the best universities continues to shrink, making it harder for students to gain entry to their top higher education choices. For example, the College Board reports that in 2022, Harvard received applications from 61,220 students – the highest-ever number of applicants, but only accepted 1,214, the elite university’s lowest acceptance rate.
The survey data underscores a fundamental change in how students utilize AI tools for college applications. Rather than relying solely on AI to write their essays, students use these tools to foster critical thinking, inspire creativity, and brainstorm potential topics. The statistics demonstrate a nuanced and balanced approach, showcasing that AI is not replacing traditional guidance but enhancing and complementing it.
Highlights of the survey include:
Increasing reliance on AI-powered tools: Nearly 70% of surveyed seniors believe AI-powered tools, including ChatGPT, are valuable resources for brainstorming ideas for college essays and short-answer responses. This data reinforces the growing acceptance and reliance on AI for creative inspiration in the competitive field of college admissions.
Growing trust in AI tools: Almost 60% of seniors express trust in responses generated by AI-powered tools, highlighting confidence in the technology’s ability to guide them through the application process. This finding emphasizes that students view AI as a helpful and trustworthy ally in navigating the intricacies of college applications.
Juniors plan to engage AI tools: Nearly 73% of high school juniors are considering leveraging AI-powered tools for brainstorming ideas. This indicates a proactive approach by juniors to integrate AI into their application preparation, showcasing a shift in how students approach college admissions well in advance.
Collaboration with traditional guidance: While AI tools are gaining popularity, the survey reveals that seniors also seek guidance from traditional sources, with 57.5% consulting a college counselor and 48.3% turning to a parent or family member. This indicates a complementary relationship between AI and traditional support systems in the college application journey.
“Brainly’s survey results closely align with what I see in the students I work with and prepare for college,” said Cammy Barber, MEd, School Counselor & Department Chair, St Augustine High School, St Augustine, Fla. “Students are looking for ways to save time and assure them that they are on the right path. AI-powered tools can help students brainstorm ideas for a college essay. It can give suggestions for how to write a college application essay for those who lack writing skills, too. It’s also a great way to narrow a student’s search criteria when looking for a college.”
The “Public Libraries and Book Bans – Parent Perception Survey” gathered insights from 1,527 parents and guardians with children under 18 in two surveys during October and November 2023. The surveys asked parents and guardians about their perception of librarians’ trustworthiness as professionals and curators of a library collection. The results are detailed in a new report from EveryLibrary Institute and Book Riot.
Top-level findings are:
An impressive 92% of parents, grandparents, and guardians trust librarians to curate appropriate books and materials.
90% of parents report being comfortable allowing their child to select their own materials and 96% feel their children are safe within the library.
83% agree that librarians know what books children would love; 77% agree that librarians are friendly and approachable; 77% agree that librarians make the library a place for fun and creativity; and 85% agree that librarians support children’s learning.
91% of parents and guardians say that they trust public librarians and 86% find school librarians trustworthy.
Parents are of mixed opinion on whether they think public librarians have a political agenda:
Yes, and they should = 35%
No, but they should = 9%
Yes, and they should not = 12%
No, and they should not = 44%
85% of parents report being satisfied or very satisfied with librarians
The survey results demonstrate that librarians in schools and public libraries are trusted by families of various backgrounds and income levels and are valued in society. Librarians are valued in society and are central to education and communities. They foster safe, engaging environments that support learning and creativity, with their expertise and warmth resonating deeply with parents nationwide.
“This survey shows how out-of-touch politically motivated book banning and censorship groups are,” said John Chrastka, EveryLibrary Institute Executive Director. “Contrary to the narratives that so-called parent rights groups are advancing, parents across America value librarians’ roles in our communities and our children’s education. Pro-censorship groups do not represent the vast majority of parents or guardians in their beliefs about librarians, reading, education, and civil society.”
“Book Riot is excited to continue collaborating with EveryLibrary Institute on this important project. This survey is the next step in our shared goal of championing literacy, supporting libraries and librarians, and learning about parental perceptions of the work that librarians do,” said Vanessa Diaz, Book Riot Managing Editor. “It’s a natural extension of Kelly and Danika’s tireless efforts in spreading awareness of the state of censorship and books bans in the US, and we hope as ever that this research will both educate and be a catalyst for change.”
“We are once again excited to partner with EveryLibrary on assessing and understanding parental perceptions of the public library,” said Kelly Jensen from Book Riot. “This series of surveys further our knowledge on what libraries are doing right and allows us to see where and how we can advocate for better understanding the roles libraries play in the lives of the average person. We continue to be thrilled to see the vast majority of parents think that the public library is a safe place for their children.”
In a new analysis, the National Council on Teacher Quality (NCTQ) finds that most states (29 states and the District of Columbia) use a weak elementary teacher reading licensure test, meaning that they do not effectively measure teachers’ knowledge of scientifically based reading instruction prior to entering the classroom. One state, Iowa, requires no reading licensure test at all. This shortcoming means that, every year, nearly 100,000 elementary teachers across the country enter classrooms with false assurances that they are ready to teach reading.
More than 50 years of research has illuminated the most effective way to teach children to read. It requires systematic, explicit instruction in the five core components of the science of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Preparing teachers to teach these five components—known as scientifically-based reading instruction—can ensure more than 1 million additional students enter 4th grade able to read each year.
Unfortunately, far too often, states allow teachers into the classroom inadequately prepared to teach reading. Licensure exams, if rigorous and aligned to the science of reading, can serve as an important guardrail for making sure teachers have this critical knowledge. However, many licensure tests are weak in that they do not adequately assess teachers’ preparedness to teach reading. Far too many states are using these weak tests.
“Every child deserves great reading instruction, but far too many children aren’t receiving it,” said NCTQ President Heather Peske. “As part of a comprehensive strategy to improve reading instruction, states can help ensure teachers are prepared to teach reading effectively by requiring stronger licensure tests.”
Examining every elementary teacher reading licensure exam currently being used by states, NCTQ looked for evidence that the tests adequately address the five core components of reading. NCTQ also examined whether these tests devote undue attention to methods of reading instruction that have been debunked by research and can hinder students from becoming strong readers, such as three-cueing. Additionally, NCTQ checked whether these tests combine reading with other subjects. This is important because if subjects are combined, the teacher’s understanding of reading could be masked. Using these criteria, NCTQ determined whether tests were strong, acceptable, weak, or unacceptable.
Key national findings:
Of the 25 elementary teacher reading licensure tests in use by states, the majority (15) are weak.
Just six exams are rated “strong” and four are rated “acceptable.”
Across these 15 weak licensure tests:
Ten do not adequately address all five components of the science of reading.
Five combine reading with other subjects, such as social studies or science.
(Note, one test fits into both categories listed above)
One includes too much emphasis on content contrary to research-based practices.
The majority of states (29 states and the District of Columbia) use “weak” tests that do not signal whether teachers have the knowledge they need to teach students to read.
“Teachers who aren’t prepared in the most effective instructional practices for teaching reading unknowingly enter classrooms ill-prepared to help students become successful readers,” said Peske. “This lack of preparation has a profound impact on students’ literacy skills and future prospects, especially among students of color and those living in poverty.”
Roughly one-third of children in elementary classrooms across the country cannot read at even a basic level by the middle of the fourth grade. The situation is even bleaker for historically marginalized students, for whom inadequate reading instruction is yet another barrier to educational equity, with 56% of Black students, 50% of Hispanic students, 52% of students in poverty, 70% of students with disabilities, and 67% of English Learners reading below basic reading levels.
Students who are not proficient readers are four times more likely to drop out of high school, face lower lifetime earnings, and have higher rates of unemployment.
Recommendations To address this pressing issue, the NCTQ recommends the following solutions.
State education leaders should:
Transition to a stronger reading licensure test: States select and approve the tests that their teachers must pass for licensure. Requiring a stronger test will likely lead to better reading instruction in elementary classrooms across the state as preparation programs will be motivated to align their courses with the components of reading addressed in a stronger test.
Require a strong reading test for anyone teaching students in the elementary grades. In some cases, states require reading tests for general education elementary teachers but not for special education teachers or for early childhood teachers who are licensed to teach lower elementary grades. These loopholes ultimately hurt the students who most need teachers capable of building a foundation in literacy.
Testing companies should:
Shore up weaknesses and clearly identify limitations in existing tests: Both major testing companies, ETS and Pearson, have strong and acceptable reading licensure tests on the market, but they also offer tests that omit numerous topics from the core components of reading, and that combine reading with other subjects, diluting the assessment’s ability to verify teachers’ reading knowledge.
Resources
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
