Here are five social innovation links we are clicking on today:
- Amplify-New Profit Blog: Learning From Young Community Leaders "Our Reimagine Learning effort is a collaborative driven by educators, entrepreneurs, policy leaders, practitioners, and researchers united in a shared commitment to making a powerful difference for students who face barriers to learning. As we gather together in June to move this work forward; young leaders driving innovative community solutions will bring critical perspectives to the forefront. Reimagine Learning begins with the stance that our work together must make a significant difference for students from low resource communities who face stark barriers to learning like trauma and violence, and learning and attention issues. We have put a stake in the ground that beginning with a learner centered approach and recognizing that every student has their own set of strengths and challenges, can make a difference not only for the students who have been marginalized the most, but can also shift the way we think about learning for all students."
- The Atlantic: The Ongoing Struggle of Teacher Retention "Getting experienced educators to work in the highest-need schools requires more than bonus pay."
- The New York Times: You Draw It: How Family Income Affects Children’s College Chances "How likely is it that children who grow up in very poor families go to college? How about children who grow up in very rich families? We’d like you to draw your guess for every income level on the chart below...When you’ve finished drawing, we’ll compare your line to the reality for children born in the early 1980s, based on research by a team of economists."
- MindShift: English Majors Can Be Doctors Too: Medical School Rethinks Pre-Med "You can’t tell by looking which students at Mount Sinai’s school of medicine in New York City were traditional pre-meds as undergraduates and which weren’t. And that’s exactly the point. Most of the class majored in biology or chemistry, crammed for the medical college admission test and got flawless grades and scores. But a growing percentage came through a humanities-oriented program at Mount Sinai known as HuMed. As undergraduates, they majored in things like English or history or medieval studies. And though they got good grades, too, they didn’t take the MCAT, because Mount Sinai guaranteed them admission after their sophomore year of college. Adding students who are steeped in more than just science to the medical school mix is a serious strategy at Mount Sinai."
- NPR: Non-Academic Skills Are Key To Success. But What Should We Call Them? "More and more people in education agree on the importance of learning stuff other than academics. But no one agrees on what to call that 'stuff'. There are least seven major overlapping terms in play. New ones are being coined all the time. This bagginess bugs me, as a member of the education media. It bugs researchers and policymakers too. 'Basically we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,' says Martin West, at the Harvard Graduate School of Education. 'The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.'"