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- An important series of stories looks at the challenges and innovations that come from the fact that “minorities” now make up most students in America’s schools. (Slate & The Teacher Project)
- Another series tackles what contemporary school segregation looks like in New York City. (WNYC)
- How “embedded honors” classes let schools preserve diversity within their classrooms. (Chalkbeat)
- How one under-the-radar charter network is achieving results by focusing on a rich curriculum, from an advocate of the approach. (Education Next)
- And why one New York school with many students who have fallen behind adopted a more challenging curriculum. (Chalkbeat)
- A journalist explains how her own family’s journey fits into the long history of school segregation. (New York Times)
- One of the country’s oldest desegregation programs is phasing out, even though local districts remain segregated — and are happy with the program. (St. Louis Post-Dispatch)
- A new study finds that interracial friendships diminish over time — and teachers seem to play a role. (NYU)
- What a teacher of color would have said at a national diversity conference if he had the floor for longer. (The Progressive)
- Massachusetts’s exam is widely respected. Here’s why the state is reworking the test anyway. (Boston Globe & Hechinger Report)
- There are some tests that educators say they like, but they aren’t easy to use as state exams. (Chalkbeat)
- Valedictorians are using their graduation speeches to reveal that they are undocumented immigrants. (Texas Tribune)
- By some measures, Detroit’s charter sector looks like it’s better than Denver’s. Could that be true? (Neerav Kingsland)
- Louisiana’s new standards are (at least a little bit) different from the Common Core 20 percent of the time. (Curriculum Matters)
- The United Kingdom has more poor kids making it to college. Here’s why. (The Atlantic)
- Chicago is facing a principal exodus amid extreme turmoil. (Catalyst)
- It’s June. So why not start thinking about what to do on the first day of school? (dy/dan)
