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Yesterday, my advisees turned in their post-graduation plans, one piece of their senior portfolio. They’d worked on these essays with another teacher for the last week. They were focused and did excellent work. After I received the essays, I counted them, Read More...
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I’ve written before about the predictability of student achievement. The achievement gap is big and sinister, and the reason I’m a teacher is to mess with it, to help students do something they didn’t think was possible. Last year, 8 percent of students Read More...
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A couple posts ago, I wrote about the predictability of student achievement and the need for teachers to interrupt the gap in academic performance. What’s becoming clear in my AP English class is how starkly race plays into that predictability. Most Mondays, Read More...
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One of the biggest reasons that I’m a teacher is that I’d like to help make the world a slightly less inequitable place. One way is to interrupt the predictability of student achievement. This inequity is strong: Students who do well tend to do well. Read More...
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