‘ResearchED’: Building The Case For Learning Science, One Saturday A Time

ResearchED held its first Midwest conference near St. Louis, drawing 160 educators to discuss applying learning science in classrooms.

After Five Years, Providence Superintendent Javier Montañez To Leave Post

Javier Montañez announced he will leave Providence Public Schools after five years. His resignation date and departure terms have not been finalized.

Opinion: To Build The Education Systems Of The Future, Look To Indianapolis

An opinion article argues Indianapolis’ charter gains and new education governance body could offer a model, while key policies remain unsettled.

Opinion: We Can’t Close The Literacy Gap Until We Close The Honesty Gap

A commentary argues that families need clearer student progress information and school districts should tie some provider payments to measurable results.

Dolly Parton’s Imagination Library

Dolly Parton’s Imagination Library mails free books to children from birth to age five through funding shared with local community partners.

Opinion: In D.C. Schools, How The Science Of Reading Offers A Blueprint For Math

D.C. reported fewer students scoring at the lowest math level in 2026. An opinion article argues literacy reforms offer a model for math instruction.

Mix Licensing Group To Secure Gaming Licenses For Wiseblock

Alpha Group names Mix Licensing Group to expand Wiseblock collectibles in North America and pursue U.S. rights to gaming and entertainment franchises.

Toy Industry Alumna Debuts First Children’s Book

Former Toy Book editor Nadia Ramlakhan-Velit has published Chickie Chickie in the Garden, a 28-page picture book for readers ages 0 and up.

Teacher Recruitment And Retention A Continuing Problem, Report Suggests

A New Hampshire Fiscal Policy Institute report finds falling teacher numbers, fewer new graduates and a projected annual shortfall of 1,114 teachers.

Opinion: Can ‘Sold A Story’ Change How America Teaches?

Season 2 of Sold a Story examines Direct Instruction and challenges educators’ assumptions about teacher autonomy, scripted lessons and reading.