What the Science Says About How Preschool Benefits Children and more in this week’s news roundup!

What the Science Says About How Preschool Benefits Children
(Mind/Shift)

Some of the nation’s top researchers who’ve spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of pre-school. And they came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don’t.

What’s Not to Like About Pre-K?
(New York Times)
It’s clear that many children across the city face daunting challenges to reaching their academic potential. It’s also clear that early learners become better learners.

Puzzling it Out: The Current State of Scientific Knowledge on Pre-Kindergarten Effects
(Brookings)
Scientific research has established that if all children are to achieve their developmental potential, it is important to lay the foundation during the earliest years for lifelong health, learning, and positive behavior. A central question is how well our public pre-kindergarten (pre-K) programs are doing to build this foundation.

Is There Really a Link Between Test Scores and America’s Economic Future?
(The Washington Post)
For years now, some economists and policymakers have tried to make the case that there is an important link between students standardized test scores and economic growth in the United States. They do this with complex mathematical formulas that most people can’t even pretend to follow.

To Teach Resilience, Hold the Automatic Reassurance
(GreatSchools Staff)
If you’re too quick to jump in and comfort your children when they don’t do well, you may miss the chance to teach an important life lesson.

“Big Kid Recess” Reduces Stress at Centennial High School
(KARE Channel 11 News)
If teachers aren’t meeting with students, they are supervising or engaged in different activities that help students blow off steam, relax or engage.  There’s a robotics group, a Harry Potter group, study rooms.  Teachers have offered groups that learn magic tricks, talk about TV and movies, and engage in STEM activities.

Social-Emotional Learning: New Resources Aid Districts’ implementation
(Education Week)
The Collaborative for Academic, Social, and Emotional Learning, or CASEL, launched a new set of online resources this week designed to help school districts implement comprehensive SEL strategies.

A Home-Like Center to Address Suicide in K12
(District Administration)
Schools help students struggling with perfection and self-esteem issues.

Teaching Wellbeing in Schools Will Improve the Lives of Young People and Drive up Test Results
(Tes)
Teaching wellbeing isn’t about getting students to smile all the time, it’s about coaching them to find greater meaning in life – and it can markedly improve test scores, too, says a leading American psychologist.

Finding Fir – A Strategic Approach to Applying to Graduate Psychology Programs
(LinkedIn SlideShare)
Why Go To Graduate School? Match your career goals to training and think beyond getting accepted.

Four Ways to Make Learning Last
(Dickinson College)
Assistant Professor of Psychology Nicholas Soderstrom’s new book, College Smart: How to Succeed in College Using the Science of Learning, is a prescription for better learning habits. In it, he uses clear, simple terms to help you understand breakthroughs from the science of learning that can help students study smarter in college and beyond, improving comprehension, test scores and boosting lifelong learning.

No, don’t Forget Everything We Know About Memory
(Evidence into Practice)

With a renewed interest in cognitive science within teaching, are we in risk of “conflating hypothetical models with proven neuroscience since accepted facts can quickly become ‘neuro-myths’ when new research contradicts popular theories” as Ellie Mulcahy warns in “Forgetting everything we know about memory”, her recent blog post for LKMco?

Student-Centered Learning: Building Agency and Engagement
(Edutopia)

Peek inside a high school where teachers act as facilitators and students are directors of their own learning.

An Academic Lottery or a Meritocracy?
(Inside Higher Ed)
Whichever one I’m working in as a Ph.D. student, I’d like some real data about how to improve my career chances, writes Andrew Jacob Cuff.

Why Don’t I Always Ace the Test?
(Learning Scientists)

We have frequently received questions from students that go something like this: “I used your strategies and I still didn’t do very well on my exam. What did I do wrong?”

About the Author

Amanda Macchi, MPH
Amanda comes to APA as a recent graduate of the George Washington University’s Milken Institute School of Public Health. During her time at GW, Amanda studied global health, focusing on the challenges facing mental health in low-and middle-income countries. She received her undergraduate degree in marketing from Emerson College in Boston, Mass. In her free time, Amanda loves pyrography and collecting/learning about mid-century modern furniture.
Nick Bornstein
Nick is an education and communications intern with the APA. Originally from the San Francisco Bay area, Nick is a current undergraduate student pursuing a Psychology degree and a minor in Business Administration at the George Washington University. Nick's interests include travel, studying German, history, politics, and economics.