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Without more money or lower standards, student failures are bound to increase.
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Math and French took the same path — student failure followed by teacher concessions.
They have demonstrated significant success in reducing the student failure rate in introductory engineering courses.
The real answer is student failure, not teacher failure, and most likely it is brought on by economics, parents and, mostly, peer pressure.
While David Leonhardt correctly identifies some of the obstacles to student retention and success, he misses an important factor in student "failure": unrealistic expectations.
This long-running argument may bubble up again next year with the arrival of a book that argues minority communities themselves contribute to student failure.
Multiple choice tests are written by large corporations that profit more off of student failure than success.
Poverty, crime, divorce, child abuse have nothing to do with student failure in the Walton/Gates/Broad MBA style education reform you represent.
This focus on teacher commitment or expectations, often in isolation, as the main driver of student failure and success, ignores the larger circumstances in which teachers work with students.
See this study, for example, by Christopher Tienken and Charles Achilles, showing how a middle school in New Jersey managed to lower student failure rates from 3to6percententotonlyly 1percentt by reducing class size, at little or no extra cost.
Mr. Duncan, you have been told by one teacher after another that the key to improving schools is by eliminating the societal problems that contribute so heavily to student failure.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com