“Change toward more culturally inclusive content is really important to me—especially considering the lack of teachers who look like me.”
In our upcoming national report, we take the radical step—for us and for our field at large—of asking kids themselves about their schooling.
“Even as a bilingual educator from a family of immigrants, I made a lot of assumptions in my effort to support my ELL students.”
"I feel like the school is taking advantage of me by making me believe my kids are learning, but the state evaluations show otherwise.”
A 16-year-old discusses why graduating is important. “My mom cares a lot about me getting my diploma. Some of our family members didn’t complete high school, and she’s seen how hard it can be to improve your life without an education.”
Too often, discussions of academic standards gloss over the importance of core academic skills and the knowledge necessary to navigate the literacy challenges of everyday life
Families of English Language Learners aren’t a rare exception—they’re a valuable part of school communities, and it’s time to treat them like partners.
“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.
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.