GSP - A Blog for Educators

Much Ado About Mastery-Based Transcripts: What Schools Need to Know and What They Can Do

As more and more schools across the United States make the transition to proficiency-, competency-, or mastery-based systems of instruction, assessment, grading, and academic reporting, one question often comes to dominate conversations in community after community: How will mastery-based grades and transcripts impact students when they apply to college? In fact, this question can become so emotionally urgent for some students and families that it can render all other issues—including all the many advantages and benefits of mastery-based learning—effectively invisible.

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Bowler Receives GSSA President’s Award

Recognition given during state superintendents association’s conferenceHENRY COUNTY, GA – Henry County Schools Superintendent received a prestigious award recently during the Georgia School Superintendents Association’s (GSSA) Spring Bootstrap Conference in

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The Rhode Island Department of Education and The Great Schools Partnership Kick Off Rhode Island Learning Champions Program

Today, educators from around the state came together as part of the Rhode Island Learning Champions program, a joint initiative by the Rhode Island Department of Education (RIDE) and Great Schools Partnership. The 90 Learning Champions come from 24 school districts, as well as charter schools, and represent a diverse array of educational programming, including early childhood, special education, after-school programs, and adult education.

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Educational Leadership Features Article by Great Schools Partnership Senior Associates

True personalized learning facilitates more equitable outcomes by promoting success for more students. By designing classroom practices that embrace individual differences, personalization can add depth to the learning experiences of all students. Both achievement gaps and opportunity gaps have been documented for students of color, English language learners, students with disabilities, and students living in poverty. Any definition of personalized learning that omits an explicit equity focus has the potential to amplify inequities for these students.

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