Bethlehem Area School District covers the City of Bethlehem, the boroughs of Fountain Hill and Freemansburg and Bethlehem Township and Hanover Township in Lehigh County and Northampton County. The district encompasses approximately 42.3 square miles (110 km2). According to 2000 federal census data, it served a resident population of 108,000. By 2010, the district's population increased to 116,968 people. The educational attainment levels for the Bethlehem Area School District population (25 years old and over) were 87.9% high school graduates and 30.5% college graduates. The District is one of the 500 public school districts of Pennsylvania.According to the Pennsylvania Budget and Policy Center, 49.9% of the district's pupils lived at 185% or below the Federal Poverty Level as shown by their eligibility for the federal free or reduced price school meal programs in 2012. In 2013, the Pennsylvania Department of Education, reported that 285 students in the Bethlehem Area School District were homeless.In 2009, the district residents’ per capita income was $21,063, while the median family income was $52,732. In the Commonwealth, the median family income was $49,501 and the United States median family income was $49,445, in 2010. In Northampton County, the median household income was $60,097. By 2013, the median household income in the United States rose to $52,100. In 2014, the median household income in the USA was $53,700.Bethlehem Area School District operates 22 schools: two high schools, four middle schools and sixteen elementary schools. High school students may choose to attend the Bethlehem Area Vocational-Technical School for training in the construction and mechanical trades. The Colonial Intermediate Unit IU20 provides the district with a wide variety of services like: specialized education for disabled students; state mandated training on recognizing and reporting child abuse; speech and visual disability services; criminal background check processing for prospective employees and professional development for staff and faculty.The enrollment of the school district was 15,036 (2012), with 55% White, 9.5% Black, 32.3% Hispanic, 3.1% Asian, and 0.2% Native American.
Grades serve as a primary means to make important decisions for students. School leaders and other education stakeholders use report card grades to determine eligibility for promotion, honor roll membership, class rank determination, eligibility for scholarships and college admissions, and other critical decisions that can have both immediate and long-term academic consequences for students. Knowing this, a Northeastern US school district, with a 60% economically disadvantaged student population, and Link (an Upper Plains state university professor) partnered in 2021–2024 to design and implement a multiple grades (MG) report card—piloted in the 6th and 9th grade science and social studies’ classes and fully scaled in all 6th–12th grade classes—involving 7,281 students and 580 teachers. Results showed minimal marking period and final course grade outcome differences when compared to the previous school year in which single multifactor conventional grades were issued. The investigation revealed a more fair, accurate, and meaningful approach to reporting student performance than conventional report cards. We discuss findings along with implementation actions, evaluations, and implications for classroom grading practice and reform. Further research is needed to better understand the comprehensive impacts of MG reporting on student equity and achievement.
Résumé Les Philippines ont souffert plus que la plupart des autres pays en développement de la pandémie de COVID‐19 et des restrictions concomitantes, à savoir, notamment, un confinement très strict et une fermeture prolongée des écoles. Les auteurs proposent un modèle original pour estimer l'effet de ces mesures sur le travail, le revenu et la pauvreté selon le sexe et la région. Une étude de cas leur permet d’établir par ailleurs que les fermetures d’école ont nui à l'emploi dans l'enseignement privé et au revenu des parents de jeunes enfants. Ils concluent que la pandémie a eu des retombées économiques sans précédent et pénalisé les femmes.
Recent advances in technology provide the opportunity for independent e-learning virtually anytime and anywhere. Although technology offers options that can meet the needs of most learners, distractions, and motivation to learn are concerns. This chapter will provide a brief history of independent e-learning and Khan Academy, as well as research on motivation to learn and gamification. In addition, Khan Academy case studies and other independent learning resources will be discussed along with advantages and disadvantages of use. The increase in free e-learning resources that are available for classroom and personal use is changing the world of education and learning. Future research recommendations are also presented.
Research has shown the value of exposure to nature and specifically children playing outdoors. With the growth of technology and mobile devices, children and adults are often less active outdoors. As digital addiction continues to rise, a common response is promoting the value of the outdoors and going device free. This chapter provides research and recommendations on smartphone addiction and treatment options, as well as, the benefits of the outdoors. The chapter specifically focuses on a variety of approaches, movements, and campaigns for treating smartphone addiction through outdoor activity. Results of these options and limitations of current research will also be presented.
