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Lee County School District in Florida, USA, has reintroduced peanut butter to its school menus after an 18-year hiatus caused by supply chain difficulties and rising food prices, accompanied by new allergy management policies and operational procedures. The district serves 87,000 meals daily, and this adjustment ensures the safety of students with allergies while providing a reference for other districts facing similar challenges.
Home visit programs help educators and families build trust through core practices such as voluntariness, training, and focusing on hopes and dreams. Data shows that schools implementing home visits systematically see improved student attendance and academic performance. This article shares stories of multiple educators and parents, illustrating how home visits break down barriers and promote school-family collaboration.
The Office for Civil Rights (OCR) of the U.S. Department of Education has proposed revising the definitions of physical restraint, mechanical restraint, and seclusion in the Civil Rights Data Collection (CRDC), aiming to improve data accuracy. Previously, the Government Accountability Office (GAO) and multiple advocacy organizations expressed concerns about underreporting and misreporting in past data collections. However, the Council of Administrators of Special Education (CASE) believes that some wording in the new definitions is vague and may exacerbate reporting confusion. The National Disability Rights Network (NDRN) welcomed the revisions, considering them helpful in clarifying reporting standards. The public comment period ends on February 11, and 631 comments have been received so far.
Only months after the Biden administration announced expanded COVID testing in K-12 schools, some school districts, due to shortages of testing resources and parental opposition, plan to limit or cancel on-campus testing, while others are intensifying testing. The divergence in testing strategies has sparked discussions in the education community about the prospects of testing programs.
In 1998, a Federal Trade Commission investigation found that 89% of children's websites directly collected personal information, prompting regulations such as the Children's Online Privacy Protection Act. Over two decades later, nearly all children are online, yet issues remain prominent, including outdated laws, rigid data retention rules, and risks from third-party service providers. Drawing on practices from Fairfield Public Schools in Connecticut, this article outlines conflicts between federal and state regulations, responsibilities of ed-tech companies, and practical dilemmas around data deletion and surveillance boundaries.
An Ipsos survey from October 2021 shows that public trust in teachers in the United States fell from 63% in 2019 to 57%, a decline of 6 percentage points. Politicized controversies (such as discussions on critical race theory) and pandemic policies are major contributing factors. Education experts suggest that school districts proactively build deep home-school connections rather than avoiding the issue. Some teachers have successfully maintained high trust through daily communication, culturally responsive teaching, and community engagement.
Multiple studies show that Black teachers and principals can significantly improve academic performance for Black students, reduce suspensions, and increase college enrollment rates. However, the proportion of Black educators in the U.S. education system has stagnated, and Black principals and superintendents often face ambiguous performance standards, political maneuvering, and unwritten dual pressures in their roles. This article examines systemic barriers and breakthroughs through the experiences of three Black education leaders.
Over the past sixty years, gifted education in the United States has relied on a single IQ test, leading to racial disparities. Now, educators are promoting multiple data points, local norms, and inclusive identification to cover students from diverse backgrounds. Although reforms have made progress, they face challenges such as teacher training and policy conflicts.
On the occasion of the 20th anniversary of 9/11, American primary and secondary school teachers are exploring ways to bring this historical moment into the classroom. This article introduces the practices of three educators (Sonia Corlew, Terri McDaid, and Laura Tavares): building intergenerational connections through poetry and family interviews, deepening understanding with resources such as the 9/11 Memorial & Museum, and preparing in advance to support students' emotions and discussions.