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Reposted by Dr. Emily Germain

Jeremy Singer @jeremylsinger.bsky.social · 14/09/2026

Job alert! @harbatkat.bsky.social and I are hiring a postdoc to help lead research on Michigan's Partnership Model of school and district turnaround. We're looking for qualitative or mixed-method researcher, and hoping to hire ASAP. Reach out with any questions! careers.umich.edu/job_detail/2...

careers.umich.edu

RESEARCH FELLOW (Hybrid) | U-M Careers

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Dr. Emily Germain @ekgermain.bsky.social · 05/06/2026

Can’t wait to read your take on this!

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Dr. Emily Germain @ekgermain.bsky.social · 21/05/2026

Confirms and helps further explain our quant and qual research on why community schools are able to move the needle more quickly/effectively!

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Dr. Emily Germain @ekgermain.bsky.social · 21/01/2026

When I taught AP US, Give Me Liberty by Eric Foner was one of the survey history texts I liked best

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Dr. Emily Germain @ekgermain.bsky.social · 17/12/2025

You probably don’t need more, but Vonnegut’s short story Harrison Bergeron is a quick easy read — raises tensions of equality, individuality, freedoms, role of govt/overreach. Always led to great discussion high school thru grad classes I taught

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Dr. Emily Germain @ekgermain.bsky.social · 29/09/2025

My point though, is less about high level content and rigor and more about making students are about a single high stakes exam, there aren’t well articulated, tangible benefits to them trying super hard.

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Dr. Emily Germain @ekgermain.bsky.social · 29/09/2025

As a former high social studies teacher it was really the opposite for me (taught AP and state tested subjects). The exams were disconnected from deeper learning and tended to push for broad coverage of content. Student saw scores well after the class was finished, didn’t help them grow or change.

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Dr. Emily Germain @ekgermain.bsky.social · 29/09/2025

Worth contemplating that these standardized tests hold more meaning for ed researchers and policy folks than they do for individual students, data allows for measure of academic progress, but offers little value students. Did the regents ever tell you anything important about what you learned in HS?

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Dr. Emily Germain @ekgermain.bsky.social · 26/08/2025

We also don’t give kids enough credit. As a parent of a 6th grader with no phone, I explained why I don’t think she should have one until she can drive. Based on the research I shared and her lived experience with friends who stop interacting the same way when they get a phone, she’s fully on board

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Dr. Emily Germain @ekgermain.bsky.social · 29/07/2025

THIS! on top of the complexity of growing school choice, navigating which schools provide bussing, and districts trying to planning and pay for more expensive and complex transportation systems for students attending all over the district instead of their neighborhood a school

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Dr. Emily Germain @ekgermain.bsky.social · 27/03/2025

Oops, didn’t see the lower part of the thread!

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Dr. Emily Germain @ekgermain.bsky.social · 27/03/2025

Love this! Is there a link to the findings of the “study group”?

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Reposted by Dr. Emily Germain

Sarah W. Lenhoff @sarahlenhoff.bsky.social · 16/11/2024

Hi! We just got the proofs back on our new book! @jeremylsinger.bsky.social are so excited to share Rethinking Chronic Absenteeism with our colleagues, educators, and policymakers - in education and beyond. Preorder available now! hep.gse.harvard.edu/978168253961...

hep.gse.harvard.edu

Rethinking Chronic Absenteeism

A call for community-based approaches to reducing the barriers that prevent regular attendance in K-12 schools In Rethinking Chronic Absenteeism, Sarah Winc...

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