Volume 23, No. 3
Engaging All Students
Even the most casual reader cannot miss the tie that binds the contributions in this issue: Students who are engaged in learning—whether in the classroom or outside of it—are those making connections to interesting, real-world problems throughout the school day, to adults at school, and to their peers. But given the widespread reports of increased student disengagement, this vision for learning environments appears to be easy to describe but challenging to animate at scale.
Targeted interventions and savvy classroom practices, coupled with supportive state policy, can draw disengaged students back in.
High schools are creating student success teams that prioritize relationships and leverage actionable data to reconnect students to school.
Connecticut's experience underscores the value of a positive, systemic approach to improving attendance.
Families need better data on students' academic progress; students need meaningful learning experiences and better information on postsecondary options.
When built around four key elements, academies deliver rigorous, relevant learning tied to students' career aspirations.
State leaders can ensure that more school staff are equipped to help children deal with the effects of trauma.
When [students] help us create and when we collaborate, we are inspired, and we are more knowledgeable when we write policy and advocate on their behalf.
When fully implemented, portraits of a learner become the lever by which teachers, schools, and communities rebalance learning expectations.
It is important to encourage students to engage with a wide variety of policymakers.