Rodney Rowan

Posted Feb. 1, 2016

Structural Reforms Are Necessary But Not Sufficient for Turning Around Our Lowest Performing Schools

I am the principal of Cherokee Elementary, a Memphis school where, not long ago, only 14 percent of students were proficient in math, and just 16 percent in reading. Three years later, after being labeled a state “priority school” and placed in the Shelby County School District Innovation Zone (“iZone”), the percentage of Cherokee students doing math and science at grade level has more than quadrupled; reading proficiency has more than…

By Rodney Rowan

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Posted Oct. 8, 2015

We Need Educators Who Reflect the Communities They Serve

Last year, I attended a gathering of education leaders and advocates working to improve schools for low-income and minority students. The conversation was impassioned, and…

By Jaime Aquino

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Posted Dec. 1, 2021

When Charters Grow From Communities, They Can and Do Increase Equity

BES (Build, Excel, Sustain) started its Fellowship program 20 years ago to support school leaders with the preparation and professional development they needed to design,…

By Aasimah Navlakhi

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Posted Dec. 1, 2021

The Gifted and Talented Debates Aren’t About Rigor, They’re About Access

An interesting, complicated, and rather polarizing trend is going around in American education, and it has to do with special admission schools and the designation…

By Zachary Wright 

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Posted Nov. 30, 2021

Principals Must Be Hope Dealers In Schools and Communities

During a recent conversation, Murleen Coakley, principal of Greenfield Union in the Detroit Public Schools Community District, reminded me how much being a great principal…

By Robert Simmons

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Accountability

How does the federal government support our public schools? Find out the ABC’s of ESEA, ESSA and No Child Left Behind →

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