Education Week - May 11, 2022 - 5

like " groomer " can be signals to extremist
groups and adherents of the
QAnon conspiracy theory. Those
warnings come after years of reports
of threats to public officials, including
educational administrators.
What grooming actually is
Apart from its current misuse,
educating parents about the warning
signs of " grooming " has been a useful
tool for advocates seeking to protect
children, Finkelhor said. It has helped
combat misconceptions that child
sexual harm is mostly acts conducted
by strangers.
In reality, children are often exploited
by adults who win their trust
and gradually normalize inappropriately
close relationships, Finkelhor
said. That's why advocates have
called for things like limits on how
educators and coaches communicate
with students on social media
and how states track and report educators
accused of inappropriate relationships
with students.
" These grooming activities don't
tend to occur in public places, and
they don't tend to be part of normal
learning activities in schools, " Finkelhor
said. " Grooming is typified
by things like making someone feel
special by giving them special treats
or consideration, or having them
do special activities, or taking them
along on trips or for special work of
some sort. "
While lawmakers and parents have
long debated how schools discuss
issues like sex, using such extreme
rhetoric and " escalating parents'
anxieties " could have a chilling effect,
causing educators to fear a backlash
for ordinary sex education lessons,
Finkelhor said.
" Because most sexuality education
really teaches kids about things
like consent, sexual abuse, and the
dangers of early sexual activity, these
kinds of things are protecting kids
from being abused and coming to
harm, " he said.
" But if you are suspecting these educators
of having different values from
what you have, you can easily call that
'grooming' and undercut what they're
doing. "
School climate researchers have
also said efforts to combat bullying
over students' sexual orientation and
gender identity are key to helping
all students feel safe, leading to increased
classroom engagement and
attendance. Some opponents to bills
like Florida's say the legislation will
harm those efforts and further isolate
vulnerable students by causing
schools to fear legal action or political
pushback for anti-bullying efforts that
include mentions of LGBTQ identity
or gender stereotypes.
" There's not really any partisan
disagreement about the need to stop
sexual abuse, " Finkelhor said. " So let's
make sure we don't destroy some progress
we've made. "
WHAT THE
RESEARCH SAYS
Concerns Raised Over
Reading Recovery's
Long-Term Effects
By Sarah D. Sparks
A widely used, and initially successful,
intervention for struggling beginning readers may
hurt students' reading growth in the long run, a new
study finds.
Reading Recovery was considered one of the
breakout stars of the federal Investing in Innovation
program, after a massive randomized controlled
study found the literacy program helped struggling 1st
graders gain significant ground in reading. But new
findings from a longitudinal follow-up of the program
suggest that by 3rd and 4th grades, former Reading
Recovery students performed significantly worse than
their peers who did not participate in the program.
The results, presented at last month's annual meeting
of the American Educational Research Association,
come as districts across the country search for ways
to help catch up students who lost ground in reading
during the pandemic. One-to-1 interventions like
Reading Recovery have shown significant benefits in
prior studies, but can be among the most expensive to
maintain, both in training and staff time.
Reading Recovery, developed in the 1970s by New
Zealand literacy researcher Marie Clay, is now used
in Australia, Britain, and the United States as well.
Teachers provide 30-minute, 1-to-1 lessons with
to try in sports or clubs or anything. "
" I think one possibility could be being
so used to not having to do anything, because
when we were in online school,
I know that people could be very lazy
and to themselves, " she added. " They
got used to that habit of not trying, especially
because online classes are so
easy to pass. "
School culture also plays a noticeable
role in motivating students to participate
in school sports, said Jay Coakley,
a sociologist at the University of Colorado,
Colorado Springs, who researches
youth sports and development.
" For high school students, there was
encouragement within student culture.
The status structure, and the reward
structure within the student body are
all things that encourage kids to go out
for sports, " Coakley said.
Schools need to broaden the
sports menu
Student participation in some sports
may have also declined because students
are withdrawing to participate
in sports they're more interested in, he
added.
The number of sports options available
to students are not meeting the
demand, according to a report by the
Aspen Institute showing results from
a survey conducted during the 202021
school year. When students were
asked what physical activities outside
of the traditional interscholastic teams
they wanted, they listed strength training
first (35 percent), followed by biking
(24 percent), skateboarding (21 percent),
yoga (21 percent), and climbing
(20 percent).
" We know the benefits of being physically
active, but we'd have to provide
different forms of it to students to meet
where they are and their interests and
needs, " Jon Solomon, the editorial director
of the Aspen Institute Sports &
Society Program, said.
" The menu needs to be updated and
particularly needs to be updated to include
more casual and fitness-focused
activities, " he added.
The number one reason high school
students play sports is to have fun, according
to the Aspen Institute report.
Two-thirds of high school athletes said
they engage so they can play with and
make new friends. Sofia said the bonds
she's made with her teammates motivate
her to keep playing soccer for her
school.
" I love soccer because of the friendships
and the bonds that I've made, "
Sofia said. " Not only in the group, but
it helps me make more friends outside
because I have friends from all grades.
And then to make it better, we're all a
team, we're always together, it's very
motivational. "
Michelle Huff, a softball coach
and health and physical education
teacher at Metuchen High School in
Metuchen, N.J., said she thinks the 24
girls on her team have stuck with her
because of the family-like relationship
they've cultivated.
" You've got to build that rapport, "
Huff said. " They've got to buy into
the culture of what you are presenting
them. "
students who show early signs of reading difficulties.
In each lesson, a child reads both familiar and new
texts while a teacher keeps a " running record " of
which words the student reads incorrectly, with notes
about potential causes or miscues. The lessons also
include writing and letter-sound practice.
In 2010, as part of the federal Investing in
Innovation, or i3, research program, more than 8,000
of the lowest-performing readers were randomly
assigned to participate in Reading Recovery either
in the first or second half of their 1st grade year. That
study found that after five months, children who
participated in the program improved by more than
130 percent of the average reading growth for 1st
graders nationwide-an effect considered at the time
to be one of the largest seen for reading interventions.
While the initial i3 studies, conducted by the
Consortium for Policy Research in Education at the
University of Pennsylvania and the University of
Delaware's Center for Research in Education and
Social Policy, could show causal evidence of the
short-term benefits of the program, it did not allow
researchers to understand the long-term effects
because students in the control group also participated
in Reading Recovery by the end of the year.
So, in a separate study, Henry May and his colleagues
at the Center for Research in Education and Social
Policy also tracked reading progress in 150 to 500
Reading Recovery schools each year from 2011-2015
and again in 2016-17. Each school included at least
seven students who initially scored just below the
reading cutoff to participate in Reading Recovery, as
well as at least three students who performed just above
the reading cutoff and could act as a control group.
For these students, the early benefits of Reading
Recovery seemed to reverse themselves over time.
Students who participated in the program in 1st grade
had state reading test scores in 3rd and 4th grade that
were roughly half a grade level below the scores of
the students who had barely missed participating in
Reading Recovery in 1st grade.
" It's really important to do long-term impact
studies because often they differ from short-term
effects, " said Sean Reardon, a Stanford University
researcher who is serving on the peer review
committee for the Reading Recovery study. " Either
the effects of the intervention compound over time
with cycles of positive feedback, or they fade out over
time with compensatory interventions " for students
who were in the control group, he said.
" I think the big takeaway here is that the estimated
long-term effects [of Reading Recovery] are negative,
significant, and meaningfully large, " Reardon added.
What caused the drop?
What's not clear is why Reading Recovery's effects
changed so dramatically over time. Some critics
have argued that Reading Recovery's focus on
individual student errors can leave holes in explicit
instruction for foundational skills. May said it's also
possible that the intervention improves early reading
skills that don't translate as well to skills needed for
comprehension in later grades.
But he said students may also lose the ground they
initially gain either because schools do not continue
the same level of literacy supports in higher grades or
because schools actively reprioritize literacy supports
for students who show improvements because of
early interventions.
The study also comes with major research caveats.
For example, less than a quarter of the students could
be tracked into 3rd grade, and only 15 percent could be
tracked into 4th grade. While the researchers did not
find differences between the students who dropped
out of the study in the treatment or control groups, the
smaller sample could provide less information on the
program as a whole.
In a written response to the study, Reading
Recovery advocates argued that students who were
prioritized for support while they were in Reading
Recovery may have been given less support in later
years. " Reading Recovery was not designed to be
a panacea, " they wrote, arguing, " the intervention
is successful with a majority of the lowest 1st grade
readers and writers who receive a full series of
lessons. These students are able to continue to
make satisfactory progress with the support of good
classroom instruction. "
Similar concerns have been raised in other highprofile
longitudinal evaluations, including those
of the federal Head Start program, for example, in
which early supports were not sustained in later
grades and early benefits faded out.
May cautioned that Reading Recovery still has
more evidence of benefits in early grades than many
other common reading interventions. " I would say
it's still perhaps the most effective intervention if
you want to produce benefits in 1st grade, " he said.
" But that said, when you look at overall impacts
across grades ... I do have concerns " about long-term
effects.
However, the results may change the equation for
schools considering the program: In a connected
cost-benefit analysis of 18 reading interventions,
which was also presented at the research meeting,
Reading Recovery was among the most expensive,
ranging from about $5,400 to more than $10,000
per student, depending on the school.
From remote learning for young children to playground infection risks, schooling under the pandemic is raising a lot of questions
for teachers and education leaders. This new research column aims to help readers understand what the research says-and
doesn't say-about our new context for learning. If you have a question, please send it to ssparks@educationweek.org.
EDUCATION WEEK | May 11, 2022 | www.edweek.org | 5
Getty
http://www.edweek.org

Education Week - May 11, 2022

Table of Contents for the Digital Edition of Education Week - May 11, 2022

Education Week - May 11, 2022
Briefly Stated
Why Misusing ‘Groomer’ as a Political Smear Is Especially Dangerous
School Sports Are Back. Where Are the Athletes?
What the Research Says
‘It Can Save Lives’: Students Testify To the Power of Poetry
Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
1 in 5 Educators Say They’ve Experienced Long COVID
A Flood of Federal Cash and Then Layoffs. What Gives?
With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Online Tutoring Can Be Effective, Research Shows
What Is Culturally Responsive Teaching?
What Should Culturally Relevant Teaching Look Like Today?
What If We Treated Public Education Like the Crisis It Is?
Why Students Can’t Tell Fact From Fiction Online
Letters to the Editor
EdWeek Top School Jobs
Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - Education Week - May 11, 2022
Education Week - May 11, 2022 - CW2
Education Week - May 11, 2022 - 1
Education Week - May 11, 2022 - Briefly Stated
Education Week - May 11, 2022 - 3
Education Week - May 11, 2022 - School Sports Are Back. Where Are the Athletes?
Education Week - May 11, 2022 - What the Research Says
Education Week - May 11, 2022 - ‘It Can Save Lives’: Students Testify To the Power of Poetry
Education Week - May 11, 2022 - 7
Education Week - May 11, 2022 - Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
Education Week - May 11, 2022 - 9
Education Week - May 11, 2022 - 9A
Education Week - May 11, 2022 - 1 in 5 Educators Say They’ve Experienced Long COVID
Education Week - May 11, 2022 - 11
Education Week - May 11, 2022 - A Flood of Federal Cash and Then Layoffs. What Gives?
Education Week - May 11, 2022 - 13
Education Week - May 11, 2022 - With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Education Week - May 11, 2022 - Online Tutoring Can Be Effective, Research Shows
Education Week - May 11, 2022 - What Is Culturally Responsive Teaching?
Education Week - May 11, 2022 - What Should Culturally Relevant Teaching Look Like Today?
Education Week - May 11, 2022 - 18
Education Week - May 11, 2022 - 19
Education Week - May 11, 2022 - What If We Treated Public Education Like the Crisis It Is?
Education Week - May 11, 2022 - Why Students Can’t Tell Fact From Fiction Online
Education Week - May 11, 2022 - Letters to the Editor
Education Week - May 11, 2022 - EdWeek Top School Jobs
Education Week - May 11, 2022 - Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - CW3
Education Week - May 11, 2022 - CW4
http://ew.edweek.org/nxtbooks/epe/ew_05112022
http://ew.edweek.org/nxtbooks/epe/ew_05042022
http://ew.edweek.org/nxtbooks/epe/ew_04272022
http://ew.edweek.org/nxtbooks/epe/ew_04132022
http://ew.edweek.org/nxtbooks/epe/ew_04062022
http://ew.edweek.org/nxtbooks/epe/ew_03302022
http://ew.edweek.org/nxtbooks/epe/ew_03232022
http://ew.edweek.org/nxtbooks/epe/ew_03162022
http://ew.edweek.org/nxtbooks/epe/ew_03092022
http://ew.edweek.org/nxtbooks/epe/ew_03022022
http://ew.edweek.org/nxtbooks/epe/ew_02232022
http://ew.edweek.org/nxtbooks/epe/ew_02162022
http://ew.edweek.org/nxtbooks/epe/ew_02092022
http://ew.edweek.org/nxtbooks/epe/ew_02022022
http://ew.edweek.org/nxtbooks/epe/ew_01192022
http://ew.edweek.org/nxtbooks/epe/ew_01122022
http://ew.edweek.org/nxtbooks/epe/ew_01052022
http://ew.edweek.org/nxtbooks/epe/ew_12082021
http://ew.edweek.org/nxtbooks/epe/ew_12012021
http://ew.edweek.org/nxtbooks/epe/ew_11242021
http://ew.edweek.org/nxtbooks/epe/ew_11172021
http://ew.edweek.org/nxtbooks/epe/ew_11032021
http://ew.edweek.org/nxtbooks/epe/ew_10272021
http://ew.edweek.org/nxtbooks/epe/ew_10202021
http://ew.edweek.org/nxtbooks/epe/ew_10112021
http://ew.edweek.org/nxtbooks/epe/ew_10062021
http://ew.edweek.org/nxtbooks/epe/ew_09292021
http://ew.edweek.org/nxtbooks/epe/ew_09222021
http://ew.edweek.org/nxtbooks/epe/ew_09152021
http://ew.edweek.org/nxtbooks/epe/ew_09082021
http://ew.edweek.org/nxtbooks/epe/ew_09012021
http://ew.edweek.org/nxtbooks/epe/ew_08252021
http://ew.edweek.org/nxtbooks/epe/ew_08182021
http://ew.edweek.org/nxtbooks/epe/ew_07142021
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