A look at Massachusetts’ proposed new high school graduation requirements, including state assessments, MassCore coursework, capstone projects, and opportunities to develop financial, digital, and career-readiness skills.

Oren Pizmony-Levy on public opinion toward climate change education and what educators get wrong about it.

The New York Times asks whether a generation of children is being lost to remote learning, citing Brown researchers' projections of pandemic learning loss.

The 74 reports on the recession's threat to the half of school employees who aren't teachers, with Susanna Loeb on classified staff.

The PL Network's third Deep Dive at Mount Hope High School in Bristol-Warren, focused on how department chairs and instructional rounds drive curriculum implementation in 9th and 10th grade math.

WBUR's voter explainer on Ballot Question 2 draws on Annenberg's MCAS research, citing findings on who fails the exam and how scores predict long-term outcomes.

The Fordham Institute looks at a new working paper on how grading standards shape student effort, as graduation rates rise while other achievement measures stagnate.

In Education Next, education-policy thinkers share expectations ahead of the 2019 NAEP results, including gains from Common Core and losses among the lowest performers.

The Institute of Education Sciences describes its effort to make common measures more common across education research.

The New York Times examines the booming online tutoring industry and the thin evidence that many programs work.

Join us for a provocative conversation with Dr. Mica Pollock, who will share findings from two of professor John Diamond’s major studies on these issues.