School of Education
UW–Madison’s Kaplan accepts professorship in Heidelberg, Germany
UW–Madison’s David Kaplan has been named the Max Kade Visiting Professor at the Institut für Bildungswissenshaft (Institute for Education Science) at the University of Heidelberg for the fall 2021 semester.
Kaplan
Kaplan is the Patricia Busk Professor of Quantitative Methods in the School of Education’s Department of Educational Psychology.
Kaplan has held numerous visiting scholar positions and professorships in Germany, including receiving the Alexander von Humboldt Research Award in 2015 with a corresponding research affiliation at the Leibniz Institute for Education Research in Frankfurt am Main. In addition, Kaplan was the Johann von Spix International Visiting Professor at the University of Bamberg in 2018, and is currently a research affiliate of the Leibniz Institute for Educational Trajectories in Bamberg.
Carol D Amico
Contributor
Carol D Amico is executive vice president for national engagement and philanthropy at USA Funds, a nonprofit corporation that works to enhance preparation for, access to and success in postsecondary education. Previously, she served in the U.S. Department of Education as assistant secretary for adult and vocational education; as a senior fellow and co-director of the Hudson Institute s Center for Workforce Development; as executive vice president and chancellor of Ivy Tech Community College of Indiana; and as president and chief executive officer of Conexus Indiana, a manufacturing and logistics initiative.
D Amico has chaired and served on several national- and state-level boards, including a multi-term appointment by President George W. Bush to the Institute for Education Sciences and appointments to the National Advisory Committee on Institutional Quality and Integrity and the National Assessment Governing Board. She serves on The U.S. Conference of Ma
After almost a year of being out of school, in a different school, or in no school at all, children and parents are embracing the opportunity to return to in-person instruction full time. Underneath all that enthusiasm, however, is an important yet unanswered question: how much learning have students lost because of the pandemic?
Results from recent snapshots of student progress are not encouraging. Superintendent of Public Instruction Catherine Truitt has reported 23% of North Carolina school district students are at risk for academic failure and haven’t made sufficient progress to be promoted to the next grade. The number of students reaching proficiency in math, biology, and third grade reading has declined, and the declines cross all racial/ethnic and socioeconomic lines. Moreover, the percentage of students who fail to reach proficiency increased from 42% in 2019 to 54% in 2020.
As school districts near the end of a school year turned upside down by the COVID-19 pandemic, research is finding that the disruption in learning has caused learning loss that likely will impact student achievement.
âOur school communities have experienced and continue to experience many challenges during the pandemic, and learning loss is a significant issue students are facing in Pennsylvania and across the nation,â Acting Secretary of Education Noe Ortega said last week.
Local schools have reported a spike in the number of students who have failing grades and an increase in the number of students who will repeat grades after a year trying to adapt to remote and hybrid learning.
Department of Education Launches Program to Help Schools Address Learning Loss Due to the Pandemic pa.gov - get the latest breaking news, showbiz & celebrity photos, sport news & rumours, viral videos and top stories from pa.gov Daily Mail and Mail on Sunday newspapers.