Transformative approaches and LAUSD: The week's most-read education news
This week, the Los Angeles Unified School District grabbed headlines again with the California Department of Education's determination that the district misattributed $450 million in contributions meant for special ed and high-need students under the state's Local Control Funding Formula — though LAUSD maintains that it correctly allocated the funds.
Also in K-12, North Carolina's senate put forth a proposal to do away with integrated math instruction under Common Core, favoriting a return to a siloed approach to Algebra I, Geometry and Algebra II.
Meanwhile in higher ed, Ed Policy Group Principal Michael Meotti wrote for The Evolllution that experiential learning and innovative partnerships should be eyed as approaches that will help colleges compete with the increasing options available to students. But with those options, there's also plenty of talk of the pitfalls colleges face by embracing a "customer is always right" mentality with students.
Be sure to check out our look at advice on transformative approaches from higher ed administrators and more in this week's most-read Education Dive posts!
- Higher ed leaders share advice for transformative approaches to the job: Focuses on academic realignment, being forward-thinking and increased marketability of grads are key.
- Officials: LAUSD skimmed $450M from special ed, high-needs students: A state report released May 27 indicates low-income students, English learners and foster children were adversely impacted by a double attribution of the same expenditure.
- North Carolina Senate proposes rollback to siloed math classes: A new bill would undo a push for integrated math instruction, a move critics say would underserve students.
- 3 key trends to shape the future of higher ed: A focus on talent development, experiential learning and external partnerships will help colleges compete in an era of increasing choice.
- 'Customer is always right' mentality could hurt colleges: As students are asked to pay more for an education, colleges and universities may be tempted to treat them as consumers who need to be made satisfied with their product.
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