Day: October 8, 2020

Jackson Charitable Foundation Recognizes Potter-Burns Elementary School in Pawtucket, RI as the 2020 Money Smart Kids Challenge Winner

Jackson Charitable Foundation, a nonprofit with the mission to advance financial knowledge on a national scale has announced Potter-Burns Elementary School in Pawtucket, RI as the winner of the 4th annual Cha-ChingTM Money Smart Kids Pledge Challenge.

The Cha-Ching Money Smart Kids Challenge presents K-6 schools in the United States the opportunity to receive a $10,000 grant from Jackson Charitable Foundation to spark financial literacy education at their school, along with $1,000 designated for a philanthropic donation of the school’s choosing. Designed for elementary school educators, families, and community members to showcase their financial literacy commitments, the Challenge

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It’s been a week for conspiracy theories. Here’s how to teach students to identify them.

The material comes from the project’s newsletter, the Sift, which takes the most recent viral rumors, conspiracy theories, hoaxes and journalistic ethics issues and turns them into timely lessons with discussion prompts and links. The Sift, which is published weekly during the school year, has more than 10,000 subscribers, most of them educators.

The News Literacy Project also offers a program called Checkology, a browser-based platform designed for students in grades 6 through 12 that helps prepare the next generation to easily identify misinformation. During the coronavirus pandemic, the project is offering access to Checkology Premium at no cost

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Keeping Dual Credit Programs From Widening Gaps They’re Meant to Close – Inside School Research

Allowing students to take college credits in high school can give students a year or more head start on earning a degree, but in most schools, students don’t get an equal chance to participate.

Nationwide, 12 percent of white students take dual-credit courses in high school, compared to only 8 percent of Hispanic students and 7 percent of Black students, according to a new report by the Aspen Institute and Columbia University’s Community College Research Center. It found only 1 in 5 school districts have been able to close race-based gaps among students participating in the dual-credit programs. Researchers developed

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