College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation

Researchers from the Community College Research Center at Columbia University are working with Aspen Institute’s College Excellence Program to improve the outcomes of college acceleration strategies for underrepresented high school students, particularly students of color and those from low-income families. This research project is designed to better understand the drivers that can increase equitable access Read more about College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation[…]

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Equity and Early College Experiences

The College in High School Alliance (CHSA) has partnered with the Level Up coalition to publish Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs. This resource can serve as a roadmap for states that want to design policy that drives meaningful change in access, equity, and quality Read more about Equity and Early College Experiences[…]

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Poverty levels in schools key determinant of achievement gaps, not racial or ethnic composition, study finds

A team of current and former Stanford University researchers studied whether racial and ethnic segregation at school still matters today by looking at 350 million test scores across nearly every school in the United States from the 2008-09 school year to the 2015-16 school year. The study looked at student test performance in math and Read more about Poverty levels in schools key determinant of achievement gaps, not racial or ethnic composition, study finds[…]

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New Data Tool Rates ‘Educational Opportunity’ Offered in Nation’s Schools, Districts

An interactive data tool from the Educational Opportunity Project at Stanford University creates the first database that attempts to measure the performance of every elementary and middle school in the country.   The data set not only provides academic achievement for schools, districts, and states around the country, but it also allows those entities to be Read more about New Data Tool Rates ‘Educational Opportunity’ Offered in Nation’s Schools, Districts[…]

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The Promise of Adolescence: Realizing Opportunity for All Youth

Researchers from the National Academies of Sciences, Engineering, and Medicine in Washington, D.C. have released a new report, “The Promise of Adolescence: Realizing Opportunity for All Youth.” Adolescents—young people ages 10 to 25—make up nearly one-fourth of the U.S. population. Drawing upon recent scientific advances, the report finds ample evidence that adolescence offers great promise: Read more about The Promise of Adolescence: Realizing Opportunity for All Youth[…]

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Sounding the Alarm for Boys in our Schools

In Fordham’s Flypaper, Erika Sanzi recently wrote about the crisis for American Boys in public schools. Excerpts of the piece appear below: There was a time decades ago when girls trailed boys in math and science and we as a nation deemed that to be unacceptable. Starting in the 1970s, initiatives and organizations sprung up Read more about Sounding the Alarm for Boys in our Schools[…]

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Of those who consider teaching, who actually end up in the classroom?

A new Baccalaureate and Beyond study of the National Center for Education Statistics (NCES) examines 29,000 US students who earned a bachelor’s degree in 2015-16. Of those students, 41% had considered teaching as a career in college, but less than 17% actually ended up in a classroom.  Results vary by college major, with business, health Read more about Of those who consider teaching, who actually end up in the classroom?[…]

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Examining Career Trajectories of Black Male Educators in P-12 Education

Through their goal of transforming the teaching profession and increasing the cadre of educators and administrators in P12, the National Network of State Teachers of the Year (NNSTOY) has partnered with University of Phoenix (UOPX) to examine the current trajectories of Black male educators as they enter into and advance within school settings. Each year, Read more about Examining Career Trajectories of Black Male Educators in P-12 Education[…]

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Student-Teacher Race Match in Charter and Traditional Public Schools

There’s mounting evidence that, for children of color especially, having one or more teachers of the same race over the course of students’ educational careers seems to make a positive difference. But to what extent, if any, do the benefits of having a same-race teacher vary by type of school? Existing “race-match” studies fail to Read more about Student-Teacher Race Match in Charter and Traditional Public Schools[…]

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Alignment Matters: A Framework for Advancing Student Learning and Promoting Equity

What do high performing schools have in common? Among other things, they have rigorous academic standards, rich curriculum, and high-quality assessments. They also have well-trained educators who have regular access to accurate and useful data. And they have a culture of equity that undergirds their work. All of these reinforce one another to drive student Read more about Alignment Matters: A Framework for Advancing Student Learning and Promoting Equity[…]

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Race and Gender Differences in Teacher Evaluation Ratings

Over the past decade, Michigan has made changes to a number of laws related to teachers and teaching in the state’s public school system. These changes include new requirements for teacher evaluation, and the use of teacher performance ratings for decisions such as teacher tenure, dismissal and retention. Since 2011, state law has required local Read more about Race and Gender Differences in Teacher Evaluation Ratings[…]

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Why Equally Talented Students Don’t Get Equal Chances to Succeed

The great sorting of the most talented young people into haves and have-nots starts long before college, according to a new report from the Georgetown University Center on Education and the Workforce (CEW) in partnership with the Annie E. Casey Foundation. Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal Chances Read more about Why Equally Talented Students Don’t Get Equal Chances to Succeed[…]

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Experienced teachers key in California districts that ‘beat the odds’

John Fensterwald, writing for California’s EdSource, recently reviewed a study of 156 California districts that ‘beat the odds’ in student achievement for underserved students and distilled the characteristics of those districts that had the most impact on results. Excerpts of the piece appear below: Research released this week identified 156 California school districts with higher Read more about Experienced teachers key in California districts that ‘beat the odds’[…]

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Why They Leave: The Reasons Teachers Give for Quitting the Profession

Thousands of public school teachers voluntarily leave their jobs each year, hurting student achievement and costing districts billions of dollars to find replacements. Lynnette Mawhinney and Carol Rinke were once part of that churn. Now, with both women serving as professors at teacher prep programs, Mawhinney and Rinke have co-authored a new book that illuminates Read more about Why They Leave: The Reasons Teachers Give for Quitting the Profession[…]

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Culturally Responsive Teaching in State Teaching Standards

New America has analyzed professional teaching standards in all 50 states to better understand whether states’ expectations for teachers incorporate culturally responsive teaching. To support this analysis, researchers identified eight competencies that clarify what teachers should know and be able to do in light of research on culturally responsive teaching. The study finds that while Read more about Culturally Responsive Teaching in State Teaching Standards[…]

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Integrating Social, Emotional and Academic Development

Integrating Social, Emotional, and Academic Development (SEAD): An Action Guide for School Leadership Teams provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section. Published by Education First and co-developed with practitioner-leaders from Minneapolis and Nashville public schools and experts from the Read more about Integrating Social, Emotional and Academic Development[…]

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