iiinova — where your digital self keeps evolving

here is Math Lab, which essentially replaces teacher-led class with AI-driven software at scale. That sounds like a cost-saving/money-first strategy that only an oligarch could love. /fin

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philanthropies. So, unsurprisingly, this op-ed reads like reform-world recycling mastery learning whenever new tech arrives to make old packaging feel fresh. Yes, acceleration has strong merit, but the solution

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undemocratic (if anything, let's start moving aggressively back to true democracy norms in all areas of civic life). Aldeman previously worked at Bellwether Education Partners and the Edunomics Lab at Georgetown, and The 74 is reform-leaning, historically funded by education

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$2,200/student with heavy tutoring and not the cheap scalable solution he implies. Software handling "day-to-day instruction" in high-poverty schools is, at best, an unsupported leap and more likely very harmful. Also, private philanthropists controlling public credentialing is

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innovation. This mirrors failed blending from the 2010s (Summit Learning, Teach to One, etc.), where he conveniently does not mention their outcomes. His own cited 2024 study used

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is unusually suited to mastery sequencing instead. He also brings up the equity problem, noting that self-paced learning tends to benefit already-advantaged families first. OK, so what's the problem? Mastery learning and computer-assisted instruction are 50+ year old ideas, not

There are problems with this. The acceleration research Aldeman cites here is more or less legitimate. Steenbergen-Hu et al. 2016 found accelerated students outperformed same-age peers with g = 0.70. His diagnosis is also accurate: age-graded lockstep schooling is broken, and math

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I. Hernandez @hernando206.bsky.social · 05/10/2026

Yezzzzzz! If we can move on from balanced literacy, we can move on from “discovery/inquiry” methods in most other subjects too!

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Reposted by Azmazing1

This is basically my argument if any suburban family members want to be all "ew Seattle" at Thanksgiving.

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Azmazing1 @azmazing1.bsky.social · 05/10/2026

What’s going on with the ferries today?

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Azmazing1 @azmazing1.bsky.social · 02/10/2026

I see that Grok is not Nicene theologically, St. Nicholas will be upset

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and I never found her instincts on education policy (including literacy) to align with what students actually need, and even allowing for COVID, our state can trace responsibility for our mediocrity in education in no small part to her. I'm not a fan of Reykdal, either, btw

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so no surprise that Reykdal endorsed the challenger (that is a HUGE sign of no-confidence). I personally have interacted with TS a few times advocating for sped and hicap issues over the past decade,

with a budget growing by $2 billion, the legislature still cut Transition to Kindergarten by 25% on her watch, which OSPI criticized, and as House Ed Chair Tomiko Santos didn't block this - now we have a teacher who beat her in the primary. TS's campaign is centered on longevity and relationships,

proactive, effective solutions. Tomiko Santos prefers to focus on process, not outcomes (cf. in 2024, Ed Opportunity Gap Oversight & Accntblty Committee (EOGOAC) had to update its own 2008 report because the gaps persist). So in 2026

contempt over noncompliance with McCleary, and she was not among the 8 legislators who negotiated the fix in 2017. Her signature bill (HB1541 2016) was intended to close the opportunity gap, but it focused mostly on data reporting, model policies/frameworks, and task forces and not on

Northwest Progressive Institute @nwprogressive.org · 28/09/2026

Tomiko Santos has been a disappointing leader on education in the state legislature, where she has chaired the Ed Committee for 10 years+. On her watch, the state Supreme Court held the legislature in

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Reposted by Azmazing1

The Eastside moves differently now: Six months in, the 2 Line’s Crosslake Connection is delivering a mobility revolution From airport trips to evenings in Seattle, reliable rail service is making it easier to leave the car at home, offering a daily reminder of why the region must accelerate light…

nwprogressive.org

The Eastside moves differently now: Six months in, the 2 Line’s Crosslake Connection is delivering a mobility revolution

From airport trips to evenings in Seattle, reliable rail service is making it easier to leave the car at home, offering a daily reminder of why the region must accelerate light rail expansion to communities still waiting for it.

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Reposted by Azmazing1

I. Hernandez @hernando206.bsky.social · 28/09/2026

How do these people not know such basic information about which agency is doing what? These are simple questions with simple answers. The Leschi Marina is a Parks project. The centrists on the council are not serious people.

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Azmazing1 @azmazing1.bsky.social · 29/09/2026

Honestly this is not the brightest board we’ve had, which is saying something… But Hollingsworth’s family is also an olde Seattle family, and she really should know this stuff

Azmazing1 @azmazing1.bsky.social · 26/09/2026

This is actually not true: Nathan Hale students via their student senate specifically want this (see testimony at school board meeting this past week).

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Reposted by Azmazing1

Arrogantly @arrogantly.bsky.social · 25/09/2026

It's bewildering how much Rivera, Hollingsworth, and Saka claim expertise over subjects they have neither professional nor educational backgrounds in, then seek to claim "moderate" positions in opposition to folks who actually know what they are talking about. These clowns need to go.

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Reposted by Azmazing1

Education Week @edweek.org · 25/09/2026

Yes, Students Still Need to Develop Decoding Skills Beyond Elementary School (Opinion): "Without continued attention to advanced decoding, too many students hit a ceiling."

edweek.org

Yes, Students Still Need to Develop Decoding Skills Beyond Elementary School (Opinion)

"Without continued attention to advanced decoding, too many students hit a ceiling."

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Reposted by Azmazing1

CALDER Center @caldercenter.bsky.social · 25/09/2026

New CALDER brief: Researchers partnered with five WA teacher prep programs to examine who becomes a teacher, how candidates are selected, and how academic preparation in college relates to teacher effectiveness. 🔗 caldercenter.org/publications...

CALDER Brief: New Evidence from the Early Teacher Pipeline
Dan Goldhaber, Roddy Theobald, Amy Roth McDuffie, David Slavit, Jennifer M. Dechaine, John Krieg, Michael DeArmond

Few school-based factors matter more to student success than teacher quality. Because teachers are so important, the policies that shape the teacher workforce—teacher licensure, for example—are critical issues in education policy and research. But before prospective teachers can be licensed, they first need to choose to pursue teaching and complete an approved teacher education program. Largely because of data limitations, these early stages of the teacher pipeline have received relatively less policy and research attention. This is a problem because the decisions people make before entering teacher preparation programs ultimately help determine who is available to join the teacher workforce.

To help learn more about the early teacher pipeline, a unique partnership between five university-based teacher education programs, the state of Washington, and researchers gathered a rich array of evidence on teacher preparation programs and their implications for the teacher workforce. This CALDER research brief summarizes the partnership’s findings in three sections:

Section 1 examines who enters teacher education programs and how this shapes the pool of potential teachers.
Section 2 examines the information teacher education programs collect about applicants, and the applicant attributes faculty consider most important, to better understand how teacher education programs make admissions decisions.
Section 3 examines whether the academic preparation students receive in college predicts who eventually becomes a teacher and how effective they are at raising student test scores.

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Like, at least 15 years district-wide if not longer

So, the gender gap is multifactored, but what families are doing are generally rational responses to lack of rigor and access for girls, safety concerns, and a private school market with many more seats for girls. SPS reports none of this in gender terms in its enrollment research. It should!

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female. Every one of these channels pulls girls out of the SPS count while pushing boys back into it (or out entirely).

Names, Seattle Girls School, Lake Washington Girls Middle School, Forest Ridge/Bellevue, Derech Emunah) versus exactly one all-boys school (O'Dea). Since COVID, homeschooling keeps climbing, and homeschooled kids also skew

either. I suspect more boys would leave, too, if only these families had options (which they don't). And the private school scene itself is also asymmetric: there are way more all-girls options (Holy

Boys skew much heavier in IEPs and discipline records (well documented nationally). Two downstream effects of this: girls find private school placements easier, and boys often can't even get interdistrict transfer spots because neighboring public districts won't take them,

when the student is a girl, regardless of race. Girls and women tend to experience more violence generally, and I do not think this is irrational.

The stereotypical rationale is of course safety. There are legitimate concerns attaching to SPS generally and certain schools specifically (see the Nathan Hale safety conversation at last night's board meeting). Parents weighing public vs. private will weigh security differently