While the vast majority of Americans consider themselves unprejudiced, many of us unintentionally make snap judgments about people based on what we see—whether it’s race, age, gender, religion, sexuality, or disability. The Love Has No Labels campaign challenges us to open our eyes to our bias and prejudice and work to stop it in ourselves, our friends, our families, and our colleagues. Rethink your bias at http://www.lovehasnolabels.com
Published on Jul 3, 2014
A short film discussing how technology enables blind, deafblind and visually-impaired students. While also accounting for the difficulty and prejudices visually-impaired people encounter in the job market.
Designating early elementary students who are close to being proficient in English as English-language learners can have “significant and positive effects on the academic achievement” of the students, new research concludes.
The study concludes that additional support that students receive as English-learners helps foster higher achievement in language arts and mathematics than students who were on the cusp but were identified as initial English-proficient students—and, as a result, did not receive the extra services.
Nami Shin—a research scientist at CRESST, the National Center for Research on Evaluation, Standards & Student Testing at the University of California, Los Angeles—used results from state mathematics and English language arts exams and grades to examine differences in academic performance between the two groups from kindergarten through 10th grade.
(This is the first post in a two-part series)
The new “question-of-the-week” is:
What is the role of racial and economic equity in Social Emotional Learning?
Social Emotional Learning is an important initiative in many schools around the United States. It’s designed to support students in developing skills like self-control, perseverance, mindfulness, and self-motivation. However, there is also a danger of it being used by some as what I call a “Let Them Eat Character” strategy. In other words, instead of using SEL to also confront race and equity issues, I believe some want to use SEL to keep those broader questions under the surface.
This two-part series will explore these and other issues related to SEL.
Today’s post is “guest-hosted” by Mai Xi Lee, the Director of Social Emotional Learning for the Sacramento City Unified School District. After her introduction, she brings together responses from Robert J. Jagers, Mary Hurley, Sonny Kim, Dr. Christina Arpante, Meena Srinivasan, Africa S. Fullove, and Kashia Jensen. You can listen to a 10-minute conversation I had with Mai Xi and DeEtta Jones, Carla Tantillo Philibert, and Peggy Collings (their response will be in Part Two) on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.