The Cognitive Abilities Test™ (CogAT) was designed to empower educators with deeper insights into their students and guide their efforts to adapt instruction to best meet students’ needs and abilities. The key to adapting instruction is CogAT’s unique Ability Profile score, an indicator that concisely conveys the level and pattern of each student’s CogAT scores. Using the Ability Profile is an easy way to visualize the resources and abilities that students bring to their own learning and allows us to link students’ test scores to strength-based instructional strategies.

I tiptoed clandestinely to an empty seat at the back of a social studies classroom. Only a couple of students noticed I had entered. MISSION ACCOMPLISHED!! The students sat focused on the topic at hand. My focus was on more than the topic. It was also on classroom atmosphere. The teacher I was observing was a veteran educator. They had both a mastery of the content and a mastery of creating a positive and thriving classroom atmosphere. What do we mean by atmosphere? Over many years, I have sat in numerous classrooms. Some teachers work to create a learning atmosphere that both stirs and motivates their students. I compare it to being invited to a dinner party where the host makes a significant effort to make a memorable meal and an unforgettable evening. So, let's take a trip up the atmospheric ladder and see how these effective teachers create an atmosphere that tickles the cerebral matter and encourages students to yearn for more.

Many Christian schools have taken on the profound calling to minister to international students. These residents of other countries attend school in the United States on a special visa, often seeking a better education than they would receive in their home country. As Christian educators, our goal should be to minister to these students in a manner that goes beyond academics. Maslow’s Hierarchy of Needs teaches us that addressing basic needs is foundational to nurturing students who can excel academically, socially, emotionally, and spiritually.

Walk into any Christian school, and you’ll likely find its mission statement proudly displayed—pledging commitments such as Christ-centered education, biblical truth, and academic excellence rooted in faith. These words are inspiring, but they also raise a profound question: how does this mission translate into everyday classroom practice? In Christian education circles, the phrase teaching Christianly is often used. But what does it mean to “teach Christianly”? This is the big question that lies at the heart of a recent qualitative study exploring how Christian school teachers in Australia and the United States interpret the idea of “teaching Christianly” and enact their faith in educational settings.

Students are returning to school shaped by culture, for better or for worse. Hear actionable strategies on how to capitalize on the beginning of the school year.

Hear from ACSI's Divisional Directors in East Asia, Africa, and Asia Pacific, plus learn how to utilize ACSI's Career Center.

Building on Dr. Glen Schultz's Kingdom Education Principles, Jerry Nelson covers Principle #1 in this episode: The education of children and youth is the primary responsibility of parents.

Do you have a mistaken perception of leadership? Emily Pigott encourages educators to model authenticity, selflessness, and Christ-like love for their students.