Diversifying the Teacher Workforce Through Early Pathways

Writing for Education Strategy Group (ESG), Nicole Osborne recently reviewed promising initiatives that serve to diversify the teacher workforce by engaging high school students in an educator pipeline. Excerpts of the piece appear below: There are bright spots within programs across the country with strong practices in place that can serve as signposts for building Read more about Diversifying the Teacher Workforce Through Early Pathways[…]

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Why Teachers Should Help Students Develop Strong, Positive Identities

Writing for The 74, Patrick Cook-Deegan shares four tips for helping students develop strong, positive identities. Excerpts of the piece appear below: No matter the subject they teach, all educators share a common cause: supporting students to build agency and purpose. To accomplish this goal, they must give students the opportunity to holistically develop their Read more about Why Teachers Should Help Students Develop Strong, Positive Identities[…]

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Preparing Students of Color for the Future Workforce

A new issue brief from the Center for American Progress, Preparing Students of Color for the Future Workforce, applies a race equity, community-centered lens to understand how to prepare Black, Latinx, and Indigenous students for college and the workforce. Major themes emerged from community conversations, which have allowed the authors to identify gaps that obstruct Read more about Preparing Students of Color for the Future Workforce[…]

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Maine 2020 Early College Report

The University of Maine system has released the 2020 Early College Report, which analyzes the impact of early college (dual enrollment) programs in the state. Highlights of the report include the following: Enrollment in Early College (EC) classes has increased 76% system wide in the past five years. Students who take EC classes within the Read more about Maine 2020 Early College Report[…]

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Principal Diversity Affects Teacher Diversity

A new study focusing on Missouri and Tennessee shows that principals of color are more likely to hire and retain teachers of color. After five years, having a Black principal leads to a 5 percentage point increase in a school’s share of Black teachers. Findings not only demonstrate that principal diversity matters for increasing the Read more about Principal Diversity Affects Teacher Diversity[…]

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A College Program for Disadvantaged Teens Could Shake Up Elite Admissions

Recently in the New York Times, Erica Green reviewed an education program that has underprivileged students thriving in Ivy League classes, and the students’ success has raised questions about how elite university gatekeepers determine college prospects. Excerpts from the piece appear below: Through an initiative started by a New York-based nonprofit, the National Education Equity Read more about A College Program for Disadvantaged Teens Could Shake Up Elite Admissions[…]

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Rising Together: How Four Districts are Building Community During the COVID-19 Pandemic

Community, collaboration, and relationships have become more important than ever during the COVID-19 pandemic. Across the country, many school districts have embraced this opportunity to rethink how to engage with families and the surrounding community.   We know that family and community engagement is critical for lasting improvement in schools and school systems; it is linked Read more about Rising Together: How Four Districts are Building Community During the COVID-19 Pandemic[…]

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Accurate Student Poverty Data Is Crucial to Supporting All Students: Fast Facts for Policymakers and System Leaders

The Data Quality Campaign recently released a set of fast facts for policymakers and system leaders about the importance and challenge of accessing accurate student poverty data.  Accurate student poverty data is critical to identify students who may be facing challenges, measure their growth, and ensure that they get the supports that will help them Read more about Accurate Student Poverty Data Is Crucial to Supporting All Students: Fast Facts for Policymakers and System Leaders[…]

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Key Takeaways from a Decade of Research on Gifted Education

Dr. Jennifer Glynn served as Director of Research and Evaluation at the Jack Kent Cooke Foundation from 2011 to 2020. In a recent article for the National Association for Gifted Children, she shares 10 of her key takeaways related to gifted education and the gifted identification gap. Excerpts of the article appear below: After almost Read more about Key Takeaways from a Decade of Research on Gifted Education[…]

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Broken Pipeline: Teacher Preparation’s Diversity Problem

Closing the teacher diversity gap is one of the most important steps we can take to make public education more equitable. But as many school systems across the country have prioritized the issue, one institution has largely escaped scrutiny: teacher preparation programs. In a report from TNTP, researchers use data from the U.S. Department of Read more about Broken Pipeline: Teacher Preparation’s Diversity Problem[…]

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Districts Advancing Racial Equity Tool

Decades of reforms have proven insufficient to address persistent racial disparities in educational opportunities. In school systems across the United States, meaningful efforts to ensure access to strong educational opportunities require a bold and significant shift. A new tool from the Learning Policy Institute and the Racial Equity Leadership Network, a program of the Southern Read more about Districts Advancing Racial Equity Tool[…]

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Understanding Well-Being Through A Whole-Child Lens: Introducing The Well-Being Index

All students have unique strengths and needs that vary over time and are expressed differently. This year, persistent disruptions to learning, systemic racial oppression and the collective trauma of the COVID-19 pandemic have deeply affected the well-being of young people everywhere. To help educators assess student well-being directly, quickly, and frequently, both in-person and virtually, Read more about Understanding Well-Being Through A Whole-Child Lens: Introducing The Well-Being Index[…]

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Social, Emotional, and Academic Development through an Equity Lens

The majority of public schools and districts in the U.S. report they are working to support the social and emotional learning of students. But in too many places, the approach is to focus narrowly on changing student behavior rather than implementing practices that build relationships and create learning environments that support positive social and emotional Read more about Social, Emotional, and Academic Development through an Equity Lens[…]

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Is Your State Prioritizing Teacher Diversity & Equity?

Research shows that access to a racially and culturally diverse teacher workforce is beneficial for all P-12 students, particularly for students of color, who often thrive in classrooms led by teachers who share their racial and cultural background. But unfortunately, the diversity of the national public school teacher workforce does not reflect the diversity of Read more about Is Your State Prioritizing Teacher Diversity & Equity?[…]

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How Districts Can Better Support Teachers of Color

Writing for The 74, Bekah McNeel explores what districts can do to better support teachers of color. Excerpts from the piece appear below: Right now, around 80 percent of the teaching workforce is white, compared with 48 percent of public school students in the U.S. Research has shown the various ways this racial imbalance hurts Read more about How Districts Can Better Support Teachers of Color[…]

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Supporting The Teaching Profession During Times Of Crisis

During the coronavirus pandemic, NCEE has been exploring how high-performing education systems have adapted to distance learning and how they are thinking long-term about future education redesign. As part of that effort, NCEE’s President and CEO Anthony Mackay recently moderated the 2020 International Summit on the Teaching Profession (ISTP). Convened by Education International, the Organisation Read more about Supporting The Teaching Profession During Times Of Crisis[…]

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