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by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. JohnThis article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work. post a comment by Katherine K. Delaney & Susan B. NeumanThis article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City. post a comment
 by Warren J. Blumenfeld
reviewed by Alana Butler
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|  by Ty-Ron M. O. Douglas, Kmt G. Schockley, & Ivory Toldson
reviewed by Orkideh Mohajeri & Na’im Madyun
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|  by Clark J. Hickman & Helene J. Sherman
reviewed by Cory A. Bennett
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Education researcher Katherine Delaney discusses her article, Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City. Watch and discuss this episode on Vialogues.
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Social & Emotional Programs Must be Anti-racist and Trauma-informed
by Sara Kotzin & Phyllis SolomonAs educators envision school for Fall 2020, they are charged with balancing physical safety and emotional health. Schools therefore face an urgency to address trauma, inequity, and racism that has been exacerbated by the global pandemic. This commentary urges schools to prioritize an intersectional approach to social and emotional health that disrupts racism and simultaneously acknowledges trauma and inequity. There will be temptation to rely on Social and Emotional Learning programs (SEL) as there is a widespread yet false assumption that the manualized programming can meet these needs while managing a classroom. However, SELs do not incorporate an anti-racist, trauma-informed practice.
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