“Exciting news about Maryland: not only did the state take the top spot in Education Week’s Quality Counts 2013 report, Maryland got especially high marks when it came to early care and education. Each year, the Quality Counts report card evaluates American education, assigning a grade and rank to each state and the District. “For 2013, the nation receives a C-plus when graded across the six distinct areas of policy and performance tracked by the report, marking a slight improvement since last year,” said Education Week.
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“You cannot be what you cannot see,” is one of those adages that works in a lot of contexts, none more so than inspiring girls, young adults and women to believe that it’s possible to follow their dreams and reach their full potential. Here are our five favorite moments in 2012 where women and girls stepped into the media spotlight and inspired us.
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At The Women’s Foundation, we pay close attention to policies that affect women and their families throughout the year. Here are five that we’ve kept tabs on in 2012.
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An election, volunteering, a new logo, historic events, and opportunities to learn more about the needs and lives of women in our community. 2012 was a very busy year at Washington Area Women’s Foundation and much of it was captured on our blog. Here are our favorite blog posts of the year:
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A growing number of states, including Virginia, are opting out of mandates set by the No Child Left Behind law and in the process creating new goals for students that are sparking great controversy. NPR reports that Virginia has set “new education goals that are higher for white and Asian kids than for blacks, Latinos and students with disabilities.”
According to Virginia’s board of education, the new standards are based on students’ previous test scores in reading and math. Historically, minority, disabled and impoverished students have scored lower than their white, Asian, and wealthier counterparts on standardized tests and thus will be held to a different standard. Proponents of the plan say it will give underperforming students a chance to catch up. Critics argue that the practice will lower standards for minority students and won’t narrow the achievement gap.