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In early 1968, Martin Luther King Jr. and other civil rights leaders continued plans for a Poor People’s Campaign. It would take place in the spring in Washington, D.C. The poor and those in solidarity with them would take up temporary residence and march peacefully on the Capitol and advocate for substantial anti-poverty legislation from Congress. They would demand jobs, healthcare and decent housing.

As teachers, it is our job to set kids up to succeed, not to fail. Changing some of our grading practices is a good place to start.

In third grade, Julia Horsman’s entire science project consisted of being herded outside with the other kids with disabilities and rolling soda cans down a ramp.

This teacher believes tackling social justice issues adds something to her students’ lives—and requires more than occasional treatment.

One young girl's experience on the school bus mirrors problems going on all over the country.

“But nobody here listens to me,” Saul lamented as he tried to explain why he was in my office yet again this week. “I don’t know why I even bother to come here.” His refrain is a familiar one in my large, suburban high school. I have a feeling it’s a familiar one in high schools across the country. Our kids are crying out to be heard, and unfortunately, those cries often result in disciplinary referrals.

Ms. Simmons had two first-grade boys by the arms. “Fighting in the bathroom,” she said. “Send them home.” It’s the second week of day camp hosted at our school. The policy is strict: Two strikes and you’re out. On the one hand, it makes sense. It’s summer camp. Camp should be safe and enjoyable for all children. It’s hard to feel comfortable when you’re worried there might be a fight. There’s no mandate for children to be here. It’s optional and a privilege.