Nearly 400 readers took time out of their busy schedules to share their ideas and suggestions in response to the Harvard Education Letter’s latest reader survey. The survey is an important tool for helping us understand who our readers are and what they look for in the Letter. Thanks to all who participated!
Click here to send in your feedback or ideas.
Here’s what some of our subscribers are saying about the Harvard Education Letter:
“It is really very helpful to have a well written summary on the latest findings in educational issues. I used the articles on retention a while back to persuade our district not to automatically retain kids. You saved me hours of researching!”
“The Harvard Education Letter adds a necessary dimension to our state and national school board association’s journals—I love it.”
“I have about 20 years of HEL in my office, which I turn to at the beginning of any restructuring initiative I begin. The articles have always served me.”
“Often it seems I find something in the Letter at just the time I need it.”
“This is one publication that I read faithfully cover-to-cover.”
“A phenomenal resource for the overloaded educator.”
What topics recently covered in the Harvard Education Letter have readers found most useful or interesting?
The top five responses were:
- Improving Minority Achievement (see Beyond the Gap: What Educators and Researchers are Learning from High-Achieving African American and Latino Students, by Michael Sadowski, January/February 2005)
- Recruiting and Supporting New Teachers (see Taking Care of Novice Teachers,
by Reino Makkonen, May/June 2004)
- Standards-Based Accountability (see No Adolescent Left Behind, by Robert Rothman, May/June 2005)
- Turning Around Failing Schools (see Aiming for AYP, by Anand Vaishnav, January/February 2005)
- Adolescent Literacy (see Adolescent Literacy, by Robert Rothman, September/October 2004).
What topics would readers like to see covered in future issues of the Harvard Education Letter?
Suggested topics included:
- Brain-based and scientifically-based research
- Value-added learning and teaching
- Universal design for learning
- Principal retention and attrition
- Status of merit-based salary programs
- Results of pilot programs (e.g., looping, parallel block)
- Advanced placement classes—are they valuable?
How do readers use the Harvard Education Letter in their professional lives?
As previous surveys have shown, the vast majority of readers share the Letter with their professional colleagues:
- 91% of readers responding to the latest survey said they discuss articles with colleagues
- 80% copy and distribute articles to colleagues
- 64% use articles to help make professional decisions
- 56% use articles for discussion at faculty or staff meetings
Click here to give us additional feedback or ideas!
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