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21st century schools
Foundational research
America's Perfect Storm: Three Forces Changing Our Nation's Future
Kirsch, I., Braun, H. Yamamoto, K and Sum, A. (2007) America's Perfect Storm: Three Forces Changing Our Nation's Future. Princeton, NJ: Educational Testing Service.
This report from ETS says we are in the midst of a perfect storm, a confluence of three powerful forces: divergent skill distributions, the changing economy and demographic trends. It projects the impact of these interactions upon the nation 25 years into the future, and sets out the challenges facing schools in America with up-to-date statistical info and comparisons with other developed countries.
Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce
National Center on Education and the Economy. (2007). Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. Jossey-Bass: Hoboken, NJ.
America's approach to education has lagged behind as industry and technology has continued to advance. To truly prepare student's for the 21st century workforce, and to remain competitive in the global economy, the National Center on Education and the Economy has ten policy recommendations for America's schools.
Putting the Pieces of the Puzzle Together: How Systematic Vocabulary Instruction and Expanded Learning Time Can Address the Literacy Gap
White, C.E. and Kim, J.S., Harvard Graduate School of Education (2009). Putting the Pieces of the Puzzle Together: How Systematic Vocabulary Instruction and Expanded Learning Time Can Address the Literacy Gap. Washington, D.C.: Center for American Progress.
This report makes several recommendations to address disparities in vocabulary and spoken language based on children’s family income and English-language proficiency. Schools should use systematic vocabulary instruction throughout the school day and during expanded learning time, sustain a school-wide program, regularly assess student knowledge, and help teachers target the right words during instruction. The report suggests that expanded learning time policies may enhance the effectiveness of systematic vocabulary instruction for low-income children and English language learners.
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