The Gender Gap in Academics→

I first wrote about the underperformance of boys back in 2015. Dual-enrolled students at my high school did well in general, but on average, girls' GPAs in college were 1.05 points higher than boys', even though they did the same on standardized tests going in. Fast forward to today, and the problem still exists:

“Many social scientists agree that contemporary American men are mired in malaise, even as they disagree about the causes. In academic performance, boys are well behind girls in elementary school, high school, and college, where the sex ratio is approaching two female undergraduates for every one male. (It was an even split at the start of the nineteen-eighties.)”

Addressing academic differences between boys and girls in our current culture is a complex and delicate task. We're navigating a social landscape where conversations around gender equality and toxic masculinity are ongoing, and any efforts to support boys specifically may be met with skepticism or resistance. Yet, it’s essential to address this challenge, understanding that the purpose of school is to lift everyone up and create equal opportunities for success.

Solutions should emphasize supporting all students and creating a safe space for candid conversations about their experiences. By placing a strong emphasis on learning and growth, and listening to each student’s individual needs, we can begin to understand the issue of boys performing worse than girls in school. Then, by encouraging open dialogue among educators, parents, and students, we can collaboratively work on strategies that are adapted to meet a variety of learning needs. By doing this, we are likely to help boys succeed and make learning more inclusive and equitable for everyone.

The Power of Project-Based Learning: A Showcase of Handy Middle School's Success

Sixth-grade teachers at Handy Middle School have spent the year transitioning their instructional approach to project-based learning (PBL), and the results have been impressive.

The video is great because it amplifies teacher and student voices to describe what project-based learning is and how it benefits students. The level of engagement and ownership of learning is evident in the projects showcased, and it's exciting to see the impact on student success.

PBL has transformed the way Handy teachers and administrators think about teaching and learning, and it aligns with the district's vision of empowering students to be lifelong learners. It allows students to build on prior knowledge, develop new skills, and connect learning to the real world. Students become problem-solvers, collaborators, and creative thinkers.

I'm insanely proud of the work that students, teachers, and principals have accomplished throughout the Handy redesign. It's inspiring to see students taking ownership of their learning and seeing the impact it has on their academic success.

I can't wait to see what's next for these kids.

Turning High-Risk Schools into Professional Development Learning Labs

As educators, our ultimate goal is to support all students in reaching their full potential. For students attending high-poverty, Title I schools, achieving that goal can be challenging. These schools often lack resources and experience high levels of teacher and principal turnover, leading to greater difficulties for students. However, instead of viewing these schools as problems to solve, let’s turn them into opportunities for growth and development for everyone in the district.

By transforming high-risk schools into professional development learning labs, school districts can equip all teachers and leaders with the skills and resources they need to foster a supportive and empowering school culture, implement student-centered teaching practices, provide equitable interventions, and engage students at high levels. This approach sends a clear message that these schools are valued and that their students have the potential to achieve great things.

The benefits of this approach are far-reaching. Teachers and leaders from other schools who receive professional development at the learning lab can bring new ideas and best practices back to their own schools. Meanwhile, students in the learning lab schools receive the resources and attention they need to succeed and feel that their education is valued. The wider school district also benefits, as this approach challenges community biases and demonstrates that all students can thrive with the right support.

However, implementing this approach is not without its challenges. Parents and teachers in more affluent schools may push back, demanding resources and attention. But, as educators, it is our responsibility to take an equitable approach and prioritize the needs of the students who need it most. By investing in high-risk schools and using them as professional development learning labs, school districts can create a more equitable education system for all students.