Earlier this month, Richard M. Ingersoll and Henry May published a study through the Consortium for Policy Research in Education that addressed the long-held belief that the country is suffering from a lack of diversity in the teaching profession. They synthesized their findings in a recent article for Phi Delta Kappan. As an introduction, they Read more about The Minority Teacher Shortage: Fact or Fable?[…]
A report released July 25 by Bellwether Education Partners sought to answer a crucial question: Did the Investing in Innovation (“i3”) program successfully find truly innovative ideas to improve K-12 education? The report is the culmination of interviews with dozens of i3 applicants, winners and philanthropists, plus a review of public documents about the program. Read more about Study Questions Whether “i3” Found Innovation[…]
The fact that well-qualified teachers are inequitably distributed to students in the United States has received growing public attention. Studies in state after state have found that students of color in low- income schools are 3 to 10 times more likely to have unqualified teachers than students in predominantly white schools. In Speaking of Salaries: Read more about Speaking of Salaries: A Report from the Center for American Progress[…]
Policy and practice at the local, state, and national levels should support the concepts of “deeper learning” to help all students meet higher expectations and be prepared for college and a career, according to a new policy brief from the Alliance for Excellent Education. The brief, “A Time for Deeper Learning: Preparing Students for a Read more about Time for Deeper Learning[…]
A new report, Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation, from the Annie E. Casey Foundation finds that students who don’t read proficiently by third grade are four times more likely to leave school without a diploma. For readers who can’t master even basic skills by third grade, the rate Read more about The Relationship of Third-Grade Reading Skills, Poverty and Graduation[…]
A $99 million teacher bonus program that Washington legislators designed to lure good teachers into high-poverty schools has not worked as intended, according to a new analysis from the University of Washington Bothell’s Center on Reinventing Public Education. Washington State provides $5,000 bonuses to those teachers who undergo and pass the rigorous national board certification Read more about Questioning the Effects of Bonuses for National Board Certified Teachers[…]
What makes teachers effective, and how do you measure and cultivate it, especially in high-minority, high-poverty schools? At the recent Civil Rights Research Roundtable, convened by the Warren Institute, researchers proposed very different answers – and often viewed their theories of action as mutually exclusive. Two major theories of action emerged at the roundtable, as Read more about Theories of Action for Teacher Effectiveness[…]
Part 2 of the latest MetLife Survey of the American Teacher finds continuing challenges in preparing diverse learners for college and careers, and teachers say success depends on resources to address different student needs. More than 90 percent of all middle and high school teachers surveyed in the new MetLife Survey of the American Teacher: Read more about Survey of the American Teacher – Part 2[…]
Effective teachers are critical to raising achievement and closing longstanding gaps among student subgroups. Unfortunately, access to effective teachers is not equitable or fair. Research shows that students in high-poverty schools are more likely than students in more affluent schools to have the least effective teachers. A new report from The Center for American Progress Read more about Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness and Evaluation[…]