eric.ed.gov har udgivet: In spring 2011, public higher education is under attack as never before. Public institutions have been targeted for drastic cuts in the past, but now the attacks are aimed at the very core of the educational enterprise and at the basic rights of college faculty and staff. This, in turn, has the potential of placing at risk the practices and policies that have arisen on campuses around the country to diversify the racial, ethnic and gender composition of the faculty corps. Diversity-related efforts do cost money, of course, and periodic budget crises can create situations in which institutions may sacrifice faculty diversity efforts on the altar of financial exigency. By undertaking a series of publications on diversity issues, the American Federation of Teachers (AFT) is saying that… Continue Reading →
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eric.ed.gov har udgivet: We examine how teachers from two alternative preparation programs–Teach for America (TFA) and Kansas City Teacher Residency (KCTR)–contribute to the teacher labor market in and around Kansas City, Missouri. We show that TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with high concentrations of low-income, low-performing, and underrepresented minority (Black and Hispanic) students. TFA and KCTR teachers are themselves more racial/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than teachers in the same districts in which they work. In math in grades 4-8 we find sizeable, positive impacts of TFA and KCTR teachers on test-score growth relative to non-program teachers. We also estimate positive impacts on test-score growth… Continue Reading →
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eric.ed.gov har udgivet: Washington state faces a growing teacher shortage, especially in bilingual education, math, science, English language development, and special education. And its teacher workforce is much less diverse than the student population. To reduce these challenges, state education leaders want to encourage limited certificated teachers to become fully certificated. This study examines limited certificated teachers’ interest in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. The study is based on responses to an online survey administered in 2017 by the State of Washington Professional Educator Standards Board to the state’s 1,834 limited certificated teachers. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study brief, see ED600824.] Link til… Continue Reading →
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