Supporting our Teachers of Color

Recently in the Hechinger Report, former Education Secretary John B. King, Jr. and Linda Darling-Hammond, president of the Learning Policy Institute wrote an op-ed recommending several actions that can be taken at the school, district, state and college levels to better support teachers of color. Excerpts from the piece appear below: Qualitative research from The Read more about Supporting our Teachers of Color[…]

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Latinos, African-Americans have Less Access to STEM Classes

Recently, Carolyn Jones, writing for California’s EdSource, shared the findings of a recent research report that focuses on equitable access to math and science courses for students of color. Excerpts of her piece appear below: African-American and Latino students were less likely to attend schools that offer advanced math and science classes, new data shows. Read more about Latinos, African-Americans have Less Access to STEM Classes[…]

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Disadvantaged Kids Need Equal Access to Great Teachers

Kevin Mahnken, writing for The 74, recently reviewed a new working paper by the Center for Analysis of Longitudinal Data in Education Resear (CALDER). The study, conducted by CALDER director and University of Washington professor Dan Goldhaber, synthesizes two separate research topics: the influence of teacher quality on student achievement, and the inequities in access Read more about Disadvantaged Kids Need Equal Access to Great Teachers[…]

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Teachers of Color: In High Demand and Short Supply

The Learning Policy Institute has examined national data and recent research on the barriers teachers of color face to both entering and staying in the profession. Their new report, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, includes recommendations intended to help policymakers increase teacher workforce diversity-an especially important strategy to Read more about Teachers of Color: In High Demand and Short Supply[…]

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Early-Career Teachers’ Preparation and Support

In school year 2011-12, the majority of early-career teachers (i.e., teachers who had taught for five or fewer years) in public schools reported that they were well prepared for a range of instructional duties in their first year of teaching. The National Center for Education Statistics released a new Statistics in Brief report entitled “Preparation Read more about Early-Career Teachers’ Preparation and Support[…]

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Attracting Minorities to the Teaching Profession

Michael Hansen, Diana Quintero, and Li Feng of the Brookings Institute recently explored incentive policies that show evidence of attracting minority teachers. Excerpts from their piece appear below: Many education policymakers and practitioners across the country recognize the need to recruit and retain more racial and ethnic minorities into the teaching profession. As we’ve previously Read more about Attracting Minorities to the Teaching Profession[…]

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‘No-Excuses’ Charter Schools Could Close the Achievement Gap

A new survey of research into charter school effectiveness has linked so-called no-excuses practices in urban charter schools to sizable academic gains. Published in the Winter 2018 edition of The Future of Children, a journal jointly published by Princeton University and the Brookings Institution, the survey found that spending three years in one of these Read more about ‘No-Excuses’ Charter Schools Could Close the Achievement Gap[…]

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Getting Real About Equity

The National Network of State Teachers of the Year (NNSTOY) has released a new video series called Courageous Conversations about Race in School. Educators care deeply about all students getting the education they deserve, but they often find themselves stuck in the same unsatisfying conversations about race where people speak in generalities, point to deficits Read more about Getting Real About Equity[…]

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Is There a Gifted Gap?

Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political division. To address these issues, researchers Christopher Yaluma and Adam Tyner of the Read more about Is There a Gifted Gap?[…]

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Identifying Latino Student Success: Identifying Top- and Bottom-Performing Institutions

As the Latino population in this nation has increased over the past few decades, there has been a dramatic surge in the numbers of Latino students pursuing postsecondary credentials and degrees on college and university campuses across the country. In addition, graduation rates for Latino students at four-year institutions have been steadily increasing since 2002. Read more about Identifying Latino Student Success: Identifying Top- and Bottom-Performing Institutions[…]

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Out of the Loop

Nearly 20 percent of the country’s students are enrolled in rural schools, yet are not provided the same focus in national policy or research as students in urban and suburban school districts. “Out of the Loop,” a new report from the National School Boards Association’s (NSBA), Center for Public Education (CPE), finds that poverty, isolation Read more about Out of the Loop[…]

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States Fall Short in Plans to Address Major Inequalities for Vulnerable Students

The National Council on Teacher Quality (NCTQ) recently completed an analysis of what each of the 50 states intends to do to provide a more equitable education to all students, as described in their Every Student Succeeds Act (ESSA) plans. The analysis from NCTQ highlight strengths and opportunities, ultimately demonstrating that most states are not Read more about States Fall Short in Plans to Address Major Inequalities for Vulnerable Students[…]

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Mentoring Program Posts 81% College Persistence Rate

Writing for The 74, Kate Stringer reviews a new randomized controlled trial that finds that one-on-one, in-person mentoring that starts in high school and continues through university study can have a significant effect on college persistence rates for low-income students. Excerpts from the article appear below: A college mentoring program aimed at getting low-income and Read more about Mentoring Program Posts 81% College Persistence Rate[…]

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Teacher Diversity Gaps Hit Close to Home for Nearly Everyone

Last month, Brookings kicked off a series focused on diversity in the public teacher workforce with an article looking at patterns and trends in the diversity gap across locales, school sectors, and teacher generations. This analysis showed, among other things, that the diversity gap is not monolithic, but varies across different places. This month, Michael Read more about Teacher Diversity Gaps Hit Close to Home for Nearly Everyone[…]

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For School Improvement, Demographics Aren’t Destiny

Karin Chenoweth of Education Week recently wrote about lessons learned from schools with “unexpected” success. Excerpts of the article appear below: Educators in unexpected schools change the fundamental way schools have traditionally been organized. Back in 2000, Harvard researcher Richard Elmore argued that because teaching has primarily been an isolated, autonomous, and idiosyncratic practice, school Read more about For School Improvement, Demographics Aren’t Destiny[…]

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America Needs More Teachers of Color and a More Selective Teaching Profession

Recently the Center for American Progress released an article exploring the diversity and talent of the American teacher workforce. Excerpts appear below:   This report examines the case for making candidate diversity and ability equally important criteria in the recruitment and selection of teachers. Looking at available evidence, the report shows that rigorous recruitment and Read more about America Needs More Teachers of Color and a More Selective Teaching Profession[…]

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