{"id":6915,"date":"2016-06-17T07:45:28","date_gmt":"2016-06-17T11:45:28","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6915"},"modified":"2016-06-17T07:47:51","modified_gmt":"2016-06-17T11:47:51","slug":"one-year-later-can-state-equity-plans-improve-access-great-teaching","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/one-year-later-can-state-equity-plans-improve-access-great-teaching\/","title":{"rendered":"One Year Later: Can State Equity Plans Improve Access to Great Teaching?"},"content":{"rendered":"

\"alliance<\/a>Teaching quality is recognized as the most powerful school-based factor in student learning. However, capacity and often commitment have been insufficient across states and districts to ensure all students have equitable access to excellent educators. Too often, students from low-income families and students of color experience educational \u201copportunity gaps,\u201d meaning they have less access to effective teaching and rigorous coursework and encounter lower expectations from adults.<\/p>\n

To address the problem of inequitable access to effective teachers, the U.S. Department of Education (ED) asked each state to submit a plan by June 1, 2015, to ensure that \u201cpoor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers.\u201d In collaboration with broad constituencies, states were required to:<\/p>\n