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Columbia Public Schools Outlines Inclement Weather Procedures for Cancellations and Delays

Columbia Public Schools Outlines Inclement Weather Procedures for Cancellations and Delays

Columbia Public Schools (CPS) has detailed its protocols for school cancellations and delayed starts due to inclement weather. The district aims to make decisions regarding school closures or a two-hour delayed start by 6 a.m., or earlier if possible, after assessing road conditions. Notifications will be disseminated through local radio and television stations, the district's parent messaging system, the district's website, and CPS-TV. In cases of early dismissals, which are typically avoided due to difficulties in contacting parents, the district may permit them under appropriate circumstances, with information also shared via local media and the parent messaging system. Parents retain the final authority to decide on their child's attendance if they deem weather or road conditions too severe, in which case absences will be excused.

St. Paul School Closures Offer Insights for Minneapolis Public Schools Amidst Similar Decisions

St. Paul School Closures Offer Insights for Minneapolis Public Schools Amidst Similar Decisions

A review of St. Paul Public Schools' (SPPS) closures in 2022 is providing valuable insights as Minneapolis Public Schools considers closing up to 16 schools. SPPS closed six schools due to declining enrollment, and a subsequent report one year later examined the impact on students. The study revealed an 88% student retention rate in unaffected schools, which dropped to 83% for students who were required to move. Jim Vue, who served on the SPPS School Board from 2020 to 2026, noted that his son attended three different schools in four years due to the closures, leading to a disconnected experience for families. The report also indicated that approximately 38% of affected students moved 1.5 miles or less from their previous school. However, the study did not measure cost savings, as the primary goal was to consolidate students to offer more comprehensive services at fewer, larger schools.

U.S. Representative Erin Houchin Sponsors Bipartisan Literacy Bill Prioritizing Phonics

U.S. Representative Erin Houchin Sponsors Bipartisan Literacy Bill Prioritizing Phonics

U.S. Representative Erin Houchin (R-Ind.) is sponsoring the Science of Reading Act of 2026, a bipartisan bill aimed at directing federal literacy grants towards programs that utilize phonics as a teaching method. The bill emphasizes the effectiveness of phonics, which focuses on the sound of letters and their combination, for all students, including those with dyslexia. Representative Houchin noted that some schools have shifted away from phonics to methods like the 'three-cueing method,' which involves context clues, sight words, and guessing from pictures. She argues that this alternative approach is particularly detrimental for children with learning disabilities. The bill successfully passed the House with bipartisan support and is currently awaiting consideration in the Senate, with hopes for it to be addressed before the session concludes in December.

San Mateo-Foster City School District Education Services Department Supports High-Quality Educational Programs

San Mateo-Foster City School District Education Services Department Supports High-Quality Educational Programs

The Education Services department of the San Mateo-Foster City School District (SMFCSD) is dedicated to providing a high-quality educational program for all students. This department collaborates with other district departments, including Student Services, Technology Services, Human Resources, and Business Services, to coordinate support for SMFCSD schools. Their work is guided by the district's Mission, Vision, and Guiding Principles. Key responsibilities include offering program support to schools, organizing professional development for district and site personnel, facilitating site improvement planning, and managing state/federal and local assessments. Additionally, the department oversees the selection and distribution of instructional materials and the implementation of various district initiatives. As California continues to adopt new content standards such as Common Core State (CCSS), Next Generation Science (NGSS), and English Language Development (ELD), the department continuously updates instruc...

Mesa Public Schools Implements 30-Minute Screen Time Limit for Early Grades

Mesa Public Schools Implements 30-Minute Screen Time Limit for Early Grades

Mesa Public Schools Governing Board has approved a new policy limiting technology use for students, starting with a 30-minute daily maximum for early grades. This policy will scale up to a 180-minute maximum by high school. The updated policy aims to prevent technology from overshadowing other forms of learning, emphasizing personal interaction, active learning, and essential instructional experiences. For Kindergarten through second grade, the daily average screen time is capped at 20 minutes, with a strict maximum of 30 minutes. In these early grades, screens are intended as a brief supplement, primarily for specific district or state technology standards, while core instruction focuses on hands-on learning, handwriting, direct teacher interaction, manipulatives, and play-based learning. The policy also outlines limits for higher grades: 45-minute average for third to sixth grade, 120-minute average for seventh and eighth grade, and 150-minute average for high school. Exclusions from these time caps incl...

Seattle Public Schools Implement New Screen Time Restrictions for Youngest Students

Seattle Public Schools Implement New Screen Time Restrictions for Youngest Students

Seattle Public Schools (SPS) has announced a new district-wide policy to curb screen time for its youngest students. Starting in January, kindergarten through second-grade students will no longer be assigned individual iPads and will be limited to a maximum of 30 minutes of screen time per day in class. Superintendent Ben Shuldiner stated that there is no reason for kindergarteners to have iPads daily. Technology use in classrooms will be held to a 'high bar,' meaning only activities specifically part of the academic curriculum will be allowed, with some days having no screen time at all. Mike Starosky, assistant superintendent of academics, emphasized that technology should foster creativity and collaboration while protecting essential learning away from screens. This policy aims to correct an overreliance on technology that emerged during the COVID-19 pandemic, as research suggests apps are less effective for reading and math than physical materials.

J. Cole's Dreamville Ventures Launches Art Program for Student Healing and Creative Development

J. Cole's Dreamville Ventures Launches Art Program for Student Healing and Creative Development

J. Cole's Dreamville Ventures team recently initiated an art program for high school students in Fayetteville, North Carolina. This three-day art session, held during the U.S. leg of J. Cole's 'The Fall Off' tour, aimed to help students process their experiences through creative expression. The program began at the Cumberland County detention center with 11 students and later expanded to include 30 students from 10 Sandhills schools at Fayetteville State University. Cumberland County Judge Toni King collaborated with J. Cole's creative director to develop the initiative, focusing on the mental health aspect of art. Students were taught about art, dimensions, and how to adapt their work for social media and album covers, using their personal experiences as inspiration. Mental health providers were also present to support the students.

Clark’s Market Closure Leaves Battlement Mesa Residents in Food Desert

Clark’s Market Closure Leaves Battlement Mesa Residents in Food Desert

Clark’s Market, the sole grocery store in Battlement Mesa, Colorado, has permanently closed, leaving approximately 7,000 residents without a local option for fresh produce, subsidized infant formula, and prescription medications. The closure occurred without prior public notice, surprising residents like Martín Mojarro Gómez, who arrived to find the store locked and empty. Residents now face a 15-20 mile drive to Rifle, Colorado, to access the nearest grocery store, a journey that takes at least 25 minutes by car and longer by bus. The store's director of marketing and community affairs, Samantha Johnston, stated that Clark’s Market, a small family-owned chain, could not compete with the pricing strategies of larger supermarket chains and big box stores in nearby towns, as many local customers were already shopping elsewhere for cheaper groceries.

New Mexico Task Force Recommends Eliminating K-2 Screen Time in Schools

New Mexico Task Force Recommends Eliminating K-2 Screen Time in Schools

A legislative task force in New Mexico has recommended that the state's education department consider issuing guidelines to eliminate screen time for students in kindergarten through second grade. The Screen Use Legislative Task Force, formed after House Memorial 2, conducted a study on screen time use in elementary classrooms. The task force, comprising Legislative Education Study Committee (LESC) analysts, New Mexico Public Education Department (NMPED) officials, district administrators, teachers, and students, cited research from the University of Michigan indicating that the average age children regularly engage with screen media is four months old. The recommendations also suggest minimizing nonessential screen time for K-12 students and limiting access to entertainment and social media applications. However, LESC Chair Sen. William Soules (D-Las Cruces) expressed concern that the legislative committee cannot compel the NMPED to act without direct statutory language. The task force advised placing gui...

Nikole Hannah-Jones' Educational Choices for Daughter in NYC Public Schools Spark Debate

Nikole Hannah-Jones' Educational Choices for Daughter in NYC Public Schools Spark Debate

Nikole Hannah-Jones, a prominent journalist known for the 1619 Project, made a deliberate decision to enroll her daughter in New York City public schools, driven by an ideological commitment to racial equity. Despite her and her husband's resources, she chose underperforming elementary and middle schools, believing her involvement could help improve the system for all students. This choice, detailed in an essay for The New York Times Magazine, led to her daughter falling significantly behind academically. The schools reportedly suffered from issues such as frequent fights during lunch, lack of homework, routine absence of principals and teachers, and ungraded schoolwork. Hannah-Jones persisted with this educational path even as her daughter struggled, only allowing her to apply to better high schools when the daughter herself recognized the academic deficiencies, including a lack of algebra knowledge despite receiving good math grades in the subpar schools.

1619 Project Founder Expresses Regret Over Daughter's School Choice, Prioritizing Ideals Over Education

1619 Project Founder Expresses Regret Over Daughter's School Choice, Prioritizing Ideals Over Education

Nikole Hannah-Jones, creator of The New York Times' 1619 Project, has expressed regret over her decision to send her daughter to predominantly Black, high-poverty public schools in Brooklyn, New York. In a new essay for The New York Times Magazine, Hannah-Jones revealed that her now 16-year-old daughter, Najya, felt she did not receive the education she desired. This admission marks a shift from Hannah-Jones's 2016 stance, where she described the choice as an effort to challenge school segregation and believed middle-class families could improve such schools by enrolling their children. The essay details academic shortcomings, including limited homework, inexperienced teachers, and gaps in math preparation that became evident when Najya transitioned to a more academically demanding high school. Hannah-Jones apologized to her daughter, who expressed a wish that her own education had been prioritized alongside broader concerns about educational inequality. This revelation has reignited discussions on school ...

Higher Education Institutions Urged to Prioritize Interculturalism for International Students

Higher Education Institutions Urged to Prioritize Interculturalism for International Students

A recent discussion highlighted that higher education institutions often focus on 'internationalization' by preparing international students for their host country, but neglect 'interculturalism' by failing to adequately prepare their own institutions and communities for these students. This imbalance places a disproportionate burden of adaptation on international students. While the economic benefits of international students are significant, contributing billions to the economy, this economic lens often overshadows the personal experiences of these students, including instances of racism, discrimination, and the constant need to adapt to unfamiliar cultural expectations. Research indicates that a notable percentage of minoritized students experience or witness discrimination, suggesting that positive experiences do not negate the existence of negative ones. The argument that international students exist to educate others about different cultures is also problematic, as it risks normalizing harm and expec...