“To me, authentic engagement means going out into the neighborhood and listening to people. Meeting people where they are, under their circumstances. Sometimes that can feel uncomfortable for folks.”
When we tell students they have to "be this" or "look like that" to succeed, we are using our power to minimize and dehumanize young people.
An eighth-grader reflects on educational equity: “As I’ve started thinking more about my future, I’ve had to realize who I’m competing against: people with more resources, more exposure, and more support.”
At only seven years old, I could tell the difference between teachers that cared and those that didn’t—I think all kids can.
Last year, the CSU Chico School of Education began using the TNTP Core Rubric to train its teachers—and made critical changes to the tool to meet the unique needs of California’s classrooms.
Real student voice occurs when students are present, active, and an equal part of the decision-making processes.
Fifth-grade English students cut through the noise of current events to form their own identities and perspectives at a time when their community—and their families—feel threatened.
As advocates for kids, is it our responsibility to fight for policies and work toward solutions for all children—or is it our priority to help our clients address their local teacher shortages?
CEO Dan Weisberg considers the gap between the number of teachers and students of color—and the role teacher education programs play in perpetuating it.
Let’s take a cue from “Black Panther” and ensure kids have role models who look like them, both onscreen and in the classroom.
Mass shootings in America are a public health epidemic that poses a particular threat to our children.
Many kids of color don't get a chance to see what a STEM career truly looks like. How do we change that?
DC Public Schools discusses how they built a great team of educators—and how they retain them.