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“… boys from severely disadvantaged circumstances suffer much faster telomere (regions of DNA on the tips of each chromosome that protect the DNA from degradation) shrinkage than their well-off counterparts, which could lead to health problems and an earlier mortality.” Genetic proof of the life-long consequences of poverty.

Schools around North America are trying to replace traditional report card grids of letters and numbers with descriptive feedback about students’ mastery of topics. Rather than a series of cumulative scores in each subject based on a mashup of tests, homework, extra credit and behavior, schools are trying to show how well students understand core concepts — and involve parents more in the process.” This seems like a great idea, if it can be implemented without adding to teachers’ already heavy burdens.

20% of black boys and 12% of black girls are suspended from school each year in the United States, compared to 6% of white boys and 2% of white girls. … once suspended, students experience academic delays and become twice as likely to drop out, get involved in street violence, then get sucked into the criminal justice system.” In an attempt to turn those statistics around, some schools are implementing systems of restorative justice.

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