Education Week - March 31, 2021 - 5

Will 3-foot spacing still make sense with new COVID variants in the community?
By Sarah D. Sparks
As the coronavirus that causes COVID-19 evolves, school
leaders' work to track and mitigate outbreaks in schools will
have to adapt to keep up.
The Centers for Disease Control and Prevention earlier
this month relaxed its guidance for physical distancing
in schools, advising that elementary schools and some
secondary schools can separate students and staff by 3
feet instead of the 6 feet previously recommended, as
long as schools maintain universal mask-wearing and
other protective measures. (The CDC kept 6-foot spacing
recommendations in place for middle and high schools in
communities with high infection rates, unless the students
remain in small, isolated cohorts during the school day to
limit infection risk.)
However, the CDC did not change its recommendation
that schools track and potentially quarantine any student or
staff member who comes within 6 feet of an infected person
for 15 minutes or more during a 24-hour period. In fact,
experts say close contact tracing and a willingness to quickly
adapt learning modes in response to signs of an outbreak
will become even more important this spring and summer,
as more contagious strains of the coronavirus come to
dominate U.S. cases.
" We really don't have infection studies in the school
setting, looking at what would occur with these new
strains, " said Tina Tan, a pediatric infectious disease doctor
at Lurie Children's Hospital in Chicago and a coronavirus
expert with the Infectious Disease Society of America. " I
think one of the things that's going to be really important is
that the school district leaders need to continue to monitor
the amount of disease that's occurring in the community,
because if there's a surge of disease ... they have to be flexible
enough to quickly go back to hybrid learning or go back to
e-learning, etc. "
Higher transmissibility will affect children

Viruses are constantly mutating, and the SARS-COV-2
virus, which causes COVID-19, has gone through many
permutations since the first strain-called the L-strain-was
identified in Wuhan, China, more than a year ago. However,

a handful of recent variants have contained mutations in
parts of the virus that make it more easily spread, or that
make some therapies less effective against it. So far, the
CDC has identified five so-called " variants of concern, "
meaning variants that cause faster infection, more severe
illness, and/or reduce the effectiveness of treatments or
vaccines:
* B.1.1.7, also known as the U.K. variant, and B.1.351, the
South Africa variant, both have been found on average
to be 50 percent more transmissible than the standard
COVID-19 strains;
* Two new variants identified in California, B.1.427
and B.1.429, both are on average 20 percent more
transmissible; and
* P.1., first identified in Japan and Brazil, is no more
infectious, but may reduce the effectiveness of some
antibody treatments against the disease.
Studies of school infection rates-including newly
released studies in Florida, Missouri, Utah, and New
Jersey-have looked at the effects of physical distancing,
mask-wearing, and other mitigation measures in schools
with varying community infection rates, but so far school
studies have not been conducted in communities where new
variants had already become entrenched.
Tighter control on teen masking needed

It means that school and district leaders should be on alert
for what could be rapid spikes in community infection rates
as more infectious strains of the virus become dominant
in the United States; the U.K. variant, for example, already
accounts for more than 1 in 5 new COVID-19 cases in the
United States.
" We know that masking and hand hygiene and all these
mitigation strategies work for any one of these strains, "
Tan said, " but you have to make sure the amount of disease
in the community is not so high that you are running an
increased risk of bringing more disease into the school
setting. ... The amount of disease in the community is what
needs to drive how they decide to use in-person learning
or some other method of learning, and they need to have

protocols in place so they are not scrambling when all of a
sudden there's a surge in their community. "
Anthony Fauci, the director of the National Institute of
Allergy and Infectious Diseases, said that children are more
likely to get infected and to see more severe illness if they
contract some of the variants, such as the U.K. strain, but he
noted in a briefing on the pandemic that " that might relate
not to anything specific about children but that it is just in
general more easily transmitted. "
CDC Director Rochelle Walensky agreed. " While these
variants are concerning, it is in fact the same disease and the
same mitigation strategies-the masking, the distancing-
work just the same with the variants as they do with the
wild-type (meaning unmutated) disease, " she said in a
White House briefing on the pandemic.
Tan agreed, adding that schools should not consider
reducing physical distancing from 6 feet to 3 feet unless
they can ensure all adults in the school are vaccinated-as
vaccines for students likely will not be available until this
fall for secondary students and potentially 2022 for those
12 and younger-and strictly implement other safety
measures, such as universal masking for all students and
staff, even in states where broader mask mandates are
being lifted.
" If you look at populations where COVID cases are
surging, " such as in Texas and Florida, Tan said, " it's in the
teenage population, and it's surging because kids are tired of
doing what they should be doing and they're just like, forget
it, I'm just not doing this anymore. "
School leaders and educators can help improve teenagers'
safety efforts through better and more communication with
them, she said. Recent studies by the JED Foundation and
others have found high school students surprisingly have
higher rates of anxiety about health risks to themselves
and their families from COVID-19 than about isolation
from friends. Framing safety measures like mask-wearing
and hygiene as a way to both reduce the risk to friends and
relatives and shorten the length of the pandemic can be
helpful, particularly in the run-up to spring break, when
teenagers may be more inclined to break distancing and
mask safety measures.

P.1 (Japan/Brazil)

B.1.427, B.1.429 (California)

B.1.1.7 (U.K.), B.1.351 (South Africa)

Same transmission rate as

20 percent increased transmission

50 percent increased transmission

the standard strains of COVID-19

How Transmission Rates Differ
When it comes to different strains of COVID-19, seemingly small differences in transmissibility can make for big differences in the size of an outbreak. For example, if
the unmutated SARS-COV-2 virus has an infection rate (called an R-0) of 2.5, one infected person is likely to spread the virus to 2.5 other people on average, who would
then each spread it to an additional 2.5 people. However, the mutated B.1.1.7., which has a 50 percent to 70 percent higher transmissibility, would on average spread
the virus to 3.75 others. In an outbreak, that means the difference between about six people and more than 14 people potentially infected through a third party.

SOURCE: adapted from information from the CDC

EDUCATION WEEK | March 31, 2021 | www.edweek.org | 5


http://www.edweek.org

Education Week - March 31, 2021

Table of Contents for the Digital Edition of Education Week - March 31, 2021

Education Week - March 31, 2021
Briefly Stated
Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
What the Research Says
Suburban Public Schools Are Now Majority-Nonwhite
School Budgets: Why They’re Not As Bad As Predicted
Male Teachers Share Advice for Getting More Men Into the Profession
Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
‘It Is OK to Grieve’
The Story of Pandemic Learning And Suicide Is Still Being Written
Don’t Assume a Return to School Is a Panacea
EdWeek Top School Jobs
We Are Part of Something Larger
Education Week - March 31, 2021 - Education Week - March 31, 2021
Education Week - March 31, 2021 - Briefly Stated
Education Week - March 31, 2021 - 3
Education Week - March 31, 2021 - Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
Education Week - March 31, 2021 - What the Research Says
Education Week - March 31, 2021 - Suburban Public Schools Are Now Majority-Nonwhite
Education Week - March 31, 2021 - 7
Education Week - March 31, 2021 - 8
Education Week - March 31, 2021 - 9
Education Week - March 31, 2021 - School Budgets: Why They’re Not As Bad As Predicted
Education Week - March 31, 2021 - 11
Education Week - March 31, 2021 - Male Teachers Share Advice for Getting More Men Into the Profession
Education Week - March 31, 2021 - 13
Education Week - March 31, 2021 - Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Education Week - March 31, 2021 - 15
Education Week - March 31, 2021 - Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
Education Week - March 31, 2021 - 17
Education Week - March 31, 2021 - ‘It Is OK to Grieve’
Education Week - March 31, 2021 - 19
Education Week - March 31, 2021 - The Story of Pandemic Learning And Suicide Is Still Being Written
Education Week - March 31, 2021 - Don’t Assume a Return to School Is a Panacea
Education Week - March 31, 2021 - 22
Education Week - March 31, 2021 - EdWeek Top School Jobs
Education Week - March 31, 2021 - We Are Part of Something Larger
Education Week - March 31, 2021 - SC1
Education Week - March 31, 2021 - SC2
Education Week - March 31, 2021 - S1
Education Week - March 31, 2021 - S2
Education Week - March 31, 2021 - S3
Education Week - March 31, 2021 - S4
Education Week - March 31, 2021 - S5
Education Week - March 31, 2021 - S6
Education Week - March 31, 2021 - S7
Education Week - March 31, 2021 - S8
Education Week - March 31, 2021 - S9
Education Week - March 31, 2021 - S10
Education Week - March 31, 2021 - S11
Education Week - March 31, 2021 - S12
Education Week - March 31, 2021 - S13
Education Week - March 31, 2021 - S14
Education Week - March 31, 2021 - S15
Education Week - March 31, 2021 - S16
Education Week - March 31, 2021 - S17
Education Week - March 31, 2021 - S18
Education Week - March 31, 2021 - S19
Education Week - March 31, 2021 - S20
Education Week - March 31, 2021 - SC3
Education Week - March 31, 2021 - SC4
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