Education Week - March 25, 2015 - 5

REPORT ROUNDUP www.edweek.org/go/rr
CHARTER SCHOOLS
"Urban Charter School Study: Report on 41 Regions"
| TRANSITION |
Brian Whiston, the
schools superintendent
of Michigan's
Dearborn
district, has been
selected as the
state's next chief
school officer.
He will replace Mike Flanagan,
who will retire later this
year after 10 years on the job.
Mr. Whiston has led the
19,000-student Dearborn
district since 2008. He previously
worked as a lobbyist
for the Oakland school
district in Michigan. And he
served on local school boards
and taught courses at Wayne
State University.
receiver appointed by the federal
courts or the U.S. Department of
Education's office for civil rights.
They have filed complaints with
the state education department
and the civil rights divisions of the
U.S. Departments of Justice and
Education. The parents allege that
the district has repeatedly failed
to follow state and federal laws
involving the rights of parents to
transfer their children out of failing
schools.
In addition, they accuse the district
of failing to provide adequate
services for English-language learners,
failing to address the needs
of special education students, and
failing to address the disproportionate
impact of suspensions on black
male students.
-MCT
Robot Teaches Handwriting
Via Student Role Reversal
A robot from the Swiss Federal Institute
of Technology in Lausanne
may be able to help students improve
their cursive and boost their
self-esteem-by letting them teach
it how to write.
Teaching robots aren't new, but
the CoWriter system seems to be
unique in that it acts more like a
student than a teacher. The 2-foottall
robot, which is programmed
to have poor handwriting, writes
words on a tablet using "deformed
letters," then allows the student
to correct its mistakes. Over time,
CoWriter's handwriting slowly improves
as the student teaches the
robot how to write.
While CoWriter is still only a prototype,
the researchers have already
tested the system with about 70 students
with encouraging results. -J.M.
CORRECTIONS
An article on school finance in the
March 18, 2015, issue of Education
Week misspelled the name of the
Wylie Independent School District.
A Commentary in the same issue
incorrectly identified the opening
date of the Edward M. Kennedy Institute
for the United States Senate.
It is scheduled for March 31, 2015.
Nationally, urban charter schools are significantly
outperforming their district counterparts
in both reading and mathematics,
according to a new study from the Center for
Research on Education Outcomes at Stanford
University, or credo.
The report, released last week, also shows
that, for the most part, urban charter and
district schools are serving equal numbers
of English-language learners as well as students
in poverty and special education. But
credo researchers say charter quality still remains
a patchwork across the country, with
pockets of poorly performing areas.
In total, students in urban charter schools
are achieving the equivalent of 40 additional
days of learning in mathematics and
28 more days' learning in reading compared
to their district peers, according to the study.
It is part of an extensive review of charter
school performance in 41 major urban areas,
culminating in a national analysis along
with 22 different state-specific reports.
The work was funded by the Walton Family
Foundation. (The foundation also supports
some coverage of parent empowerment
issues in Education Week.) -ARIANNA PROTHERO
SPECIAL EDUCATION
"Mandatory Provision of Coordinated Early
Intervening Services"
A little more than 2 percent of the nation's
school districts-347 in all-were
flagged by their states for overidentifying
minorities for special education.
That means those districts are required
to spend 15 percent of their federal special
education dollars to address the problem
through programs aimed primarily at students
from kindergarten to 3rd grade.
The numbers were unearthed by the Advocacy
Institute, and published earlier this
month on the idea Money Watch website.
The districts flagged span 25 states and
one-third of them-104-were in just one
state: Louisiana.
The figures, drawn from federal data,
are current as of the 2011-12 school year.
-CHRISTINA A. SAMUELS
ONLINE TESTING
"IT Leadership Survey"
Fewer than 30 percent of K-12 school
technology leaders believe their district is
ready for online assessments, according to
an annual survey by the Consortium for
School Networking.
Also high on the list of concerns expressed
by ed-tech officials: improving
wireless access and creating better mobilelearning
opportunities in the classroom.
The findings come from the Washingtonbased
cosn's third annual survey of K-12
officials who report being the highestranking
ed-tech leader in their district.
The results were released last week at
the organization's annual conference in
Atlanta.
Among other survey findings:
*Fifty-seven percent of respondents said
data-privacy concerns are more important
now than last year.
*Eighty-four percent expect instructional
materials in their districts to be at
least 50 percent digital within the next
three years; and,
*Nearly 3 of 5 respondents reported no
change in their district's technology budget.
Thirty percent reported an increase, while 10
percent reported a decrease. -BENJAMIN HEROLD
EARLY CHILDHOOD
"Longitudinal Contribution of Maternal and
Paternal Depression to Toddler Behaviors"
It's well established that a mother's postpartum
depression can have lasting effects
on her children's academic and social growth,
and a new study suggests a decline in a father's
mental health can cause similar problems
for his children.
The study, published online this month in the
journal Couple and Family Psychology: Research
and Practice, followed about 200 couples with
3- to 4-year-olds who had participated in a previous
study of postpartum depression.
The researchers found that children of fathers
who were depressed in the first year were more
likely to show negative behaviors, including hitting,
lying, anxiety, and sadness. Moreover, having a depressed
parent (either mom or dad) was a stronger
predictor of a toddler showing bad behaviors than
parent fighting was. The study is part of a growing
move to include fathers in evaluating the effects
of parental support and involvement. -SARAH D. SPARKS
AFTER-SCHOOL PROGRAMS
"The Skills to Pay the Bills"
A new report suggests that nonprofit organizations
can learn the money-management
skills they need to keep after-school programs
afloat.
A four-year study commissioned by the Wallace
Foundation tested two different fiscalmanagement
training models at 25 Chicago
nonprofits running after-school programs. Researchers
divided the organizations into two
groups-14 received more expensive and extensive
customized training and 11 were given
more modest, group-oriented professional development
in financial management.
The study found "long-lasting improvements"
at all but one of the schools, including
some using the less-expensive improvement
model.
(The Wallace Foundation also supports coverage
of expanded- and extended-learning opportunities
and other topical reporting in Education
Week.)
-KATHRYN BARON
Graduation Gaps Are Narrowing-But Persistent
"Common Core of Data: Dropout/Completer
Data Tables"
Graduation rates for historically disadvantaged
groups of students-including low-income
students, ethnic and racial minorities,
and English-language learners-have increased
by at least 3 percentage points each
over the past two years, according to data released
last week by the U.S. Department of
Education's National Center for Education
Statistics.
In fact, the rates for those student groups
are improving faster than the overall graduation
rate, which stood at 81.4 percent in 201213,
a 2.4 percent improvement over the 201011
school year. The 2012-13 school year is the
most recent with available data.
But don't pop the champagne corks yet: Although
the gap between the percentages of
black and Hispanic students and white students
graduating from high school has narrowed,
it's still persistent.
The graduation rate for black students in
the 2012-13 school year reached 70.7 percent,
a 3.7 increase since 2010-11. And the rate
for Hispanic students hit 75.2 percent, a 4.2
percent increase since 2010-11. But white
students and Asian/Pacific Islander students
are still outperforming both of those groups,
with graduation rates of 86.6 and 88.7 percent,
respectively. And while American Indian
students had the biggest two-year jump of
any minority group, going from a 65 percent
graduation rate in 2010-11 to 69.7 percent in
2012-13, they still had the lowest graduation
rate of any minority group.
What's more, although graduation rates for
English-language learners and students in
special education have improved by 4.1 and
2.9 percentage points respectively, they're still
lower than the graduation rates for white and
Asian students, as well as for black, Hispanic,
and American Indian students more generally.
Just 61.1 percent of English-learners
earned a diploma in 2012-13, compared with
61.9 percent of students with disabilities.
-ALYSON KLEIN
Growth in High School Completion Rates
n 2010-11 n 2011-12 n 2012-13
Population
American Indian
Asian/
Pacific Islander
Hispanic
Black
White
Low Income
Limited
English Proficiency
Students
With Disabilities
TOTAL
Graduation rate
20%
40%
60%
80%
4.7% increase
1.7%
4.2%
3.7%
2.6%
3.3%
4.1%
2.9%
2.4%
100%
SOURCE: National Center for Educational Statistics
EDUCATION WEEK | March 25, 2015 | www.edweek.org | 5
http://www.edweek.org/go/rr http://www.edweek.org

Education Week - March 25, 2015

Table of Contents for the Digital Edition of Education Week - March 25, 2015

Education Week - March 25, 2015
Civics Tests for Diplomas Gain Traction
For Education Next, Views With An Edge
Employers Integral To Career Studies
Experience Seen as Boost For Teachers
Elite Private Schools Tackle Ed Tech
Contents
News in Brief
Report Roundup
Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
States Should Play Role in Fostering Engagement, Report Says
Teacher-Leadership Movement Gets Boost From Ed. Dept.
Blogs of the Week
Nonprofits Link Businesses To Career-Tech Programs
At Beaver Country Day, Investing In Innovation
Special Education Task Force Urges Overhaul for California
Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Fight Looms on Kansas Plan To Fund K-12 Via Block Grants
Blogs of the Week
Why School Policies Need to Be Fine-Tuned
Which ‘Common Core’ Are We Talking About?
What Will Be the Impact of the Assessments?
More Educator Voices on Common-Core Implementation
Overcoming ‘Initiative Fatigue’
Letters
TopSchoolJobs Recruitment Marketplace
Breaking the Code of the Common Core
Education Week - March 25, 2015 - Elite Private Schools Tackle Ed Tech
Education Week - March 25, 2015 - 2
Education Week - March 25, 2015 - Contents
Education Week - March 25, 2015 - News in Brief
Education Week - March 25, 2015 - Report Roundup
Education Week - March 25, 2015 - Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
Education Week - March 25, 2015 - 7
Education Week - March 25, 2015 - States Should Play Role in Fostering Engagement, Report Says
Education Week - March 25, 2015 - Teacher-Leadership Movement Gets Boost From Ed. Dept.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 11
Education Week - March 25, 2015 - Nonprofits Link Businesses To Career-Tech Programs
Education Week - March 25, 2015 - 13
Education Week - March 25, 2015 - 14
Education Week - March 25, 2015 - At Beaver Country Day, Investing In Innovation
Education Week - March 25, 2015 - 16
Education Week - March 25, 2015 - Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 19
Education Week - March 25, 2015 - 20
Education Week - March 25, 2015 - 21
Education Week - March 25, 2015 - Which ‘Common Core’ Are We Talking About?
Education Week - March 25, 2015 - 23
Education Week - March 25, 2015 - More Educator Voices on Common-Core Implementation
Education Week - March 25, 2015 - Overcoming ‘Initiative Fatigue’
Education Week - March 25, 2015 - Letters
Education Week - March 25, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - March 25, 2015 - 28
Education Week - March 25, 2015 - 29
Education Week - March 25, 2015 - 30
Education Week - March 25, 2015 - 31
Education Week - March 25, 2015 - Breaking the Code of the Common Core
Education Week - March 25, 2015 - CT1
Education Week - March 25, 2015 - CT2
Education Week - March 25, 2015 - CT3
Education Week - March 25, 2015 - CT4
http://ew.edweek.org/nxtbooks/epe/ew_06162021
http://ew.edweek.org/nxtbooks/epe/ew_06092021
http://ew.edweek.org/nxtbooks/epe/ew_06022021
http://ew.edweek.org/nxtbooks/epe/ew_04282021
http://ew.edweek.org/nxtbooks/epe/ew_05122021
http://ew.edweek.org/nxtbooks/epe/ew_05052021
http://ew.edweek.org/nxtbooks/epe/ew_04212021
http://ew.edweek.org/nxtbooks/epe/ew_04142021
http://ew.edweek.org/nxtbooks/epe/ew_03312021
http://ew.edweek.org/nxtbooks/epe/ew_03242021
http://ew.edweek.org/nxtbooks/epe/ew_03172021
http://ew.edweek.org/nxtbooks/epe/ew_03102021
http://ew.edweek.org/nxtbooks/epe/ew_03032021
http://ew.edweek.org/nxtbooks/epe/ew_02242021
http://ew.edweek.org/nxtbooks/epe/ew_02172021
http://ew.edweek.org/nxtbooks/epe/ew_02102021
http://ew.edweek.org/nxtbooks/epe/ew_02032021
http://ew.edweek.org/nxtbooks/epe/ew_01202021
http://ew.edweek.org/nxtbooks/epe/ew_01132021
http://ew.edweek.org/nxtbooks/epe/ew_01062021
http://ew.edweek.org/nxtbooks/epe/ew_12092020
http://ew.edweek.org/nxtbooks/epe/ew_12022020
http://ew.edweek.org/nxtbooks/epe/ew_11252020
http://ew.edweek.org/nxtbooks/epe/ew_11182020
http://ew.edweek.org/nxtbooks/epe/ew_11042020
http://ew.edweek.org/nxtbooks/epe/ew_10282020
http://ew.edweek.org/nxtbooks/epe/ew_10212020
http://ew.edweek.org/nxtbooks/epe/ew_10142020
http://ew.edweek.org/nxtbooks/epe/ew_10072020
http://ew.edweek.org/nxtbooks/epe/ew_09302020
http://ew.edweek.org/nxtbooks/epe/ew_09232020
http://ew.edweek.org/nxtbooks/epe/ew_09162020
http://ew.edweek.org/nxtbooks/epe/ew_09092020
http://ew.edweek.org/nxtbooks/epe/ew_09022020
http://ew.edweek.org/nxtbooks/epe/ew_08262020
http://ew.edweek.org/nxtbooks/epe/ew_08192020
http://ew.edweek.org/nxtbooks/epe/ew_07152020
http://ew.edweek.org/nxtbooks/epe/ew_06172020
http://ew.edweek.org/nxtbooks/epe/ew_06102020
http://ew.edweek.org/nxtbooks/epe/ew_06042020
http://ew.edweek.org/nxtbooks/epe/ew_06032020
http://ew.edweek.org/nxtbooks/epe/ew_05132020
http://ew.edweek.org/nxtbooks/epe/ew_05062020
http://ew.edweek.org/nxtbooks/epe/ew_04292020
http://ew.edweek.org/nxtbooks/epe/ew_04082020
http://ew.edweek.org/nxtbooks/epe/ew_04012020
http://ew.edweek.org/nxtbooks/epe/ew_03252020
http://ew.edweek.org/nxtbooks/epe/ew_03182020
http://ew.edweek.org/nxtbooks/epe/ew_03112020
http://ew.edweek.org/nxtbooks/epe/ew_03042020
http://ew.edweek.org/nxtbooks/epe/ew_02262020
http://ew.edweek.org/nxtbooks/epe/ew_02192020
http://ew.edweek.org/nxtbooks/epe/ew_02122020
http://ew.edweek.org/nxtbooks/epe/ew_02052020
http://ew.edweek.org/nxtbooks/epe/ew_01222020
http://ew.edweek.org/nxtbooks/epe/ew_01152020
http://ew.edweek.org/nxtbooks/epe/ew_01082020
http://ew.edweek.org/nxtbooks/epe/ew_12112019
http://ew.edweek.org/nxtbooks/epe/ew_12042019
http://ew.edweek.org/nxtbooks/epe/ew_11272019
http://ew.edweek.org/nxtbooks/epe/ew_11132019
http://ew.edweek.org/nxtbooks/epe/ew_11062019
http://ew.edweek.org/nxtbooks/epe/ew_10302019
http://ew.edweek.org/nxtbooks/epe/ew_10232019
http://ew.edweek.org/nxtbooks/epe/ew_10162019
http://ew.edweek.org/nxtbooks/epe/ew_10092019
http://ew.edweek.org/nxtbooks/epe/ew_10022019
http://ew.edweek.org/nxtbooks/epe/ew_09252019
http://ew.edweek.org/nxtbooks/epe/ew_09182019
http://ew.edweek.org/nxtbooks/epe/ew_09112019
http://ew.edweek.org/nxtbooks/epe/ew_09042019
http://ew.edweek.org/nxtbooks/epe/ew_08282019
http://ew.edweek.org/nxtbooks/epe/ew_08212019
http://ew.edweek.org/nxtbooks/epe/ew_07172019
http://ew.edweek.org/nxtbooks/epe/ew_06192019
http://ew.edweek.org/nxtbooks/epe/ew_06122019
http://ew.edweek.org/nxtbooks/epe/ew_06032019
http://ew.edweek.org/nxtbooks/epe/ew_05152019
http://ew.edweek.org/nxtbooks/epe/ew_05082019
http://ew.edweek.org/nxtbooks/epe/ew_05012019
http://ew.edweek.org/nxtbooks/epe/ew_04242019
http://ew.edweek.org/nxtbooks/epe/ew_04172019
http://ew.edweek.org/nxtbooks/epe/ew_04102019
http://ew.edweek.org/nxtbooks/epe/ew_04032019
http://ew.edweek.org/nxtbooks/epe/ew_03202019
http://ew.edweek.org/nxtbooks/epe/ew_03132019
http://ew.edweek.org/nxtbooks/epe/ew_03062019
http://ew.edweek.org/nxtbooks/epe/ew_02272019
http://ew.edweek.org/nxtbooks/epe/ew_02202019
http://ew.edweek.org/nxtbooks/epe/ew_02132019
http://ew.edweek.org/nxtbooks/epe/ew_02062019
http://ew.edweek.org/nxtbooks/epe/ew_01232019
http://ew.edweek.org/nxtbooks/epe/ew_01162019
http://ew.edweek.org/nxtbooks/epe/ew_01092019
http://ew.edweek.org/nxtbooks/epe/ew_12122018
http://ew.edweek.org/nxtbooks/epe/ew_12052018
http://ew.edweek.org/nxtbooks/epe/ew_11282018
http://ew.edweek.org/nxtbooks/epe/ew_11142018
http://ew.edweek.org/nxtbooks/epe/ew_11072018
http://ew.edweek.org/nxtbooks/epe/ew_10312018
http://ew.edweek.org/nxtbooks/epe/ew_10242018
http://ew.edweek.org/nxtbooks/epe/ew_10172018
http://ew.edweek.org/nxtbooks/epe/ew_10102018
http://ew.edweek.org/nxtbooks/epe/ew_10032018
http://ew.edweek.org/nxtbooks/epe/ew_09262018
http://ew.edweek.org/nxtbooks/epe/ew_09192018
http://ew.edweek.org/nxtbooks/epe/ew_09122018
http://ew.edweek.org/nxtbooks/epe/ew_09052018
http://ew.edweek.org/nxtbooks/epe/ew_08292018
http://ew.edweek.org/nxtbooks/epe/ew_08222018
http://ew.edweek.org/nxtbooks/epe/ew_07182018
http://ew.edweek.org/nxtbooks/epe/ew_06202018
http://ew.edweek.org/nxtbooks/epe/ew_06132018
http://ew.edweek.org/nxtbooks/epe/ew_06062018
http://ew.edweek.org/nxtbooks/epe/ew_05302018
http://ew.edweek.org/nxtbooks/epe/ew_05232018
http://ew.edweek.org/nxtbooks/epe/ew_05162018
http://ew.edweek.org/nxtbooks/epe/ew_05092018
http://ew.edweek.org/nxtbooks/epe/ew_05022018
http://ew.edweek.org/nxtbooks/epe/ew_04252018
http://ew.edweek.org/nxtbooks/epe/ew_04182018
http://ew.edweek.org/nxtbooks/epe/ew_04112018
http://ew.edweek.org/nxtbooks/epe/ew_04042018
http://ew.edweek.org/nxtbooks/epe/ew_03212018
http://ew.edweek.org/nxtbooks/epe/ew_03072018
http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018
http://ew.edweek.org/nxtbooks/epe/ew_02282018
http://ew.edweek.org/nxtbooks/epe/ew_02212018
http://ew.edweek.org/nxtbooks/epe/ew_02142018
http://ew.edweek.org/nxtbooks/epe/ew_02072018
http://ew.edweek.org/nxtbooks/epe/ew_01242018
http://ew.edweek.org/nxtbooks/epe/ew_01172018
http://ew.edweek.org/nxtbooks/epe/ew_01102018
http://ew.edweek.org/nxtbooks/epe/ew_12132017
http://ew.edweek.org/nxtbooks/epe/ew_11292017
http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
http://ew.edweek.org/nxtbooks/epe/ew_10112017
http://ew.edweek.org/nxtbooks/epe/ew_10042017
http://ew.edweek.org/nxtbooks/epe/ew_09272017
http://ew.edweek.org/nxtbooks/epe/ew_09202017
http://ew.edweek.org/nxtbooks/epe/ew_09132017
http://ew.edweek.org/nxtbooks/epe/ew_09062017
http://ew.edweek.org/nxtbooks/epe/ew_08302017
http://ew.edweek.org/nxtbooks/epe/ew_08232017
http://ew.edweek.org/nxtbooks/epe/ew_07192017
http://ew.edweek.org/nxtbooks/epe/ew_06212017
http://ew.edweek.org/nxtbooks/epe/ew_06142017
http://ew.edweek.org/nxtbooks/epe/ew_06072017
http://ew.edweek.org/nxtbooks/epe/ew_05312017
http://ew.edweek.org/nxtbooks/epe/ew_05242017
http://ew.edweek.org/nxtbooks/epe/ew_05172017
http://ew.edweek.org/nxtbooks/epe/ew_05102017
http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
http://ew.edweek.org/nxtbooks/epe/ew_04192017
http://ew.edweek.org/nxtbooks/epe/ew_04052017
http://ew.edweek.org/nxtbooks/epe/ew_03292017
http://ew.edweek.org/nxtbooks/epe/ew_03222017
http://ew.edweek.org/nxtbooks/epe/ew_03082017
http://ew.edweek.org/nxtbooks/epe/ew_03012017
http://ew.edweek.org/nxtbooks/epe/ew_02222017
http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
http://ew.edweek.org/nxtbooks/epe/ew_01042017
http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com