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Weekend Reads: When expanding pre-K leaves students not better off, but maybe worse

  • A landmark study found that the benefits of Tennessee’s expanded pre-kindergarten program fade out over time — and might even negatively affect participants in the long term. (Chalkbeat)
  • Chicago revised four years of graduation rates downwards after an investigation revealed that the rates were inflated. (WBEZ)
  • A Florida county that started screening all students for giftedness found plenty of it among non-white students who previously had not been identified as gifted. (Washington Post)
  • The same type of parents who opt their children out of tests also use the scores as arguments against integration, a city teacher notes. (Critical Classrooms)
  • A parting word from U.S. Education Secretary Arne Duncan: Instead of building prisons, we should pay teachers more. (Politics K-12)
  • As in many places, D.C. is increasing Advanced Placement courses in its schools, but students aren’t keeping pace. (Greater Greater Ed)
  • Aggressive lobbying has kept schools spending big on graphing calculators that are less powerful than the average smart phone. (Mic)
  • An update on the state of education reporting finds lots of promise in Chalkbeat’s model. (Columbia Journalism Review)
  • A federal judge dismissed a lawsuit engineered by StudentsFirst that sought to limit teachers unions’ ability to spend on political action. (L.A. Times)
  • The father of a city student murdered in a housing project is working to steer young adults away from violence. (New Yorker)
  • After years of smaller-is-better initiatives, efforts to improve high schools are no longer focusing on size. (Hechinger Report)
  • The latest update on Finland’s superior schools: Children decide what they learn in kindergarten. (The Atlantic)

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