Make Teaching a True Pathway to the Middle Class for Young Latino Teachers

Recently in The 74, Daniel Velasco wrote a piece calling for the education community to do more to recruit and retain young Latino teachers. Excerpts from the piece appear below: We are losing an entire generation of teachers of color, at a time when the diversity of our students continues to grow. The real measure Read more about Make Teaching a True Pathway to the Middle Class for Young Latino Teachers[…]

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The Adequacy and Fairness of State School Finance Systems, 4th edition

A joint report by researchers from the Albert Shanker Institute and Rutgers University Graduate School of Education finds that high-poverty districts and students of color suffer from K-12 funding that is, on average, well below estimated adequate levels, while low-poverty districts and white students enjoy funding that far exceeds adequate levels. The authors also find Read more about The Adequacy and Fairness of State School Finance Systems, 4th edition[…]

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Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers

Writing for The 74, Marianna McMurdock recently reviewed new research that shows that Black and Latino students are disproportionately taught by inexperienced, uncertified teachers. Excerpts of the piece appear below: Across the country, schools serving predominantly Black students have 5 percent more novice teachers than schools with fewer Black students, according to analysis from education Read more about Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers[…]

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Advancing Equitable Access To And Success In Work-Based Learning

The economic and societal instability brought on by the COVID-19 pandemic compounded and laid bare the inequities in American education and workforce systems. It also forced policymakers to go to extraordinary lengths to ensure that programs remained accessible.  Amid these unprecedented challenges, the states in the National Governors Association Center’s Policy Academy on Scaling Work-Based Read more about Advancing Equitable Access To And Success In Work-Based Learning[…]

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State Efforts to Promote Equitable Access to Effective Teachers

In recent years, federal education programs and policies have increasingly focused on teacher quality as a means for closing achievement gaps, in part by directing states to measure teacher qualifications and performance and to promote equitable access to qualified and effective teachers among schools within a district. A new report by Andrew Wayne, Courtney Tanenbaum, Read more about State Efforts to Promote Equitable Access to Effective Teachers[…]

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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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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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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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Many Students with the Potential to Excel in STEM Fields Struggle in School

Writing for the Fordham Institute, Joni Lakin and Jonathan Wai review the struggles that visual learners encounter in traditional schooling and outline the loss to the STEM field when these students decide STEM is not for them. Excerpts of the piece appear below: Students who have the kinds of talent scientists and engineers need to Read more about Many Students with the Potential to Excel in STEM Fields Struggle in School[…]

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New Program Gives Low-Income HS Students College Credit and a Pathway to Higher Ed

Writing for The 74, Phyllis Jordan explains a new program that is bringing college-level coursework into Title I schools. Excerpts from the piece appear below: Leaders at selective colleges and universities often say they want to recruit high-achieving students from low-income backgrounds – but can’t find them. A new program that brings college coursework into Read more about New Program Gives Low-Income HS Students College Credit and a Pathway to Higher Ed[…]

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10 Questions for Equity Advocates to Ask About Distance Learning

Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust have partnered to compile the following questions to guide equity advocates and district leaders as they engage in conversations to ensure that our most vulnerable students have equitable access to distance learning, both Read more about 10 Questions for Equity Advocates to Ask About Distance Learning[…]

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Low-Hanging Fruit: How Automatic Enrollment in Advanced Coursework is Leveling the Playing Field

PIE Network members in Colorado, North Carolina, and Washington State recently shared details about automatic enrollment policies (also known as academic acceleration), which ensure that students with qualifying test scores in a particular subject are automatically enrolled in advanced coursework in the same subject area. As a result, more students who have proven they’re ready Read more about Low-Hanging Fruit: How Automatic Enrollment in Advanced Coursework is Leveling the Playing Field[…]

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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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