Obama Administration Releases Plan for Teacher Education Reform and Improvement

Posted on October 3, 2011April 26, 2012 by coreeducation

Last month, the Obama Administration released its plan for “recruiting, preparing, and retaining great teaching talent.” In his forward to the plan by Secretary Duncan writes: “Some of our existing teacher preparation programs are not up to the job. They operate partially blindfolded, without access to data that tells them how effective their graduates are Read more about Obama Administration Releases Plan for Teacher Education Reform and Improvement[…]

The Minority Teacher Shortage: Fact or Fable?

Posted on September 28, 2011April 26, 2012 by coreeducation

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?[…]

Speaking of Salaries: A Report from the Center for American Progress

Posted on June 21, 2011April 26, 2012 by coreeducation

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[…]

The Condition of Education 2011

Posted on June 17, 2011April 28, 2012 by coreeducation

The Department’s National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), released “The Condition of Education 2011,” a Congressionally mandated report to the country on education in America today. The report includes 50 indicators in five major areas — education participation, learner outcomes, student effort and educational progress, the contexts Read more about The Condition of Education 2011[…]

The Relationship of Third-Grade Reading Skills, Poverty and Graduation

Posted on May 3, 2011March 3, 2020 by coreeducation

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[…]

The Pedagogy of Confidence

Posted on April 21, 2011April 27, 2012 by coreeducation

A new book from Yvette Jackson will restore teachers’ belief in their ability to help all students perform at high intellectual levels. Jackson outlines a simple but radical approach to teaching that builds on students’ strengths in order to develop instruction that is both relevant and motivational. The Pedagogy of Confidence draws from neuroscience, cognitive Read more about The Pedagogy of Confidence[…]

Questioning the Effects of Bonuses for National Board Certified Teachers

Posted on April 3, 2011April 27, 2012 by coreeducation

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[…]

Theories of Action for Teacher Effectiveness

Posted on March 30, 2011May 10, 2022 by coreeducation

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[…]

Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness and Evaluation

Posted on February 28, 2011April 28, 2012 by coreeducation

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[…]