Posts Tagged ‘federal issues’
On the same day that Chairwoman Virginia Foxx (R-NC) released her Higher Education Act (HEA) reauthorization bill in the U.S. House of Representatives, the Trump Administration released a set of principles for HEA reauthorization.
The White House document (see PDF here) reveals five broad goals and eight policy principles for consideration as the reauthorization process begins in the U.S. House of Representatives. The House Education and the Workforce committee is expected to move the bill forward starting the week of December 4. On the U.S. Senate side, Chairman Lamar Alexander (R-TN) has stated that HEA reauthorization will be a priority for the Health, Education, Labor, and Pensions committee next year.
On December 1, the Republicans of the U.S. House of Representatives Committee on Education and the Workforce released their bill to reauthorize the Higher Education Act. H.R. 4508, the “Promoting Real Opportunity, Success, and Prosperity though Education Reform (PROSPER) Act,” would change or repeal aspects of the current law.
While we are still analyzing the bill, here are few key provisions that would affect educator preparation:
Faculty from three AACTE-member universities were featured guests in an Education Talk Radio show last month to discuss their experiences as Teacher Quality Partnership (TQP) grantees. Joining host Larry Jacobs were the following teacher educators:
- Christina K. O’Connor, Director, Professional Educator Preparation, Policy, and Accountability, and Co-Chair, Collaborative for Educator Preparation, University of North Carolina at Greensboro; Regional Director, North Carolina New Teacher Support Program
- DaShaunda Patterson, Clinical Assistant Professor, Educational Psychology, Special Education, and Communication Disorders, Georgia State University
- Jennifer Robinson, Director of the Center of Pedagogy, Montclair State University (NJ)
Today the National Education Association (NEA) released an analysis of the U.S. House tax reform bill, H.R. 1, the “Tax Cuts and Jobs Act,” to project the impact on PK-12 education of the elimination of the State and Local Tax (SALT) deduction for individuals (the tax plan permits corporations to keep this deduction).
In a press release, the NEA highlighted the potential effect of this single elimination: “The impact of eliminating SALT on public education is nearly equal to the education jobs lost during the Great Recession. By most accounts, the country lost about 300,000 education jobs during that time.”
As the tax reform debate wages on in Congress, and as many other items linger on the agenda, there is much to accomplish in Washington by the year’s end. Many of the items will have an impact on the education community. Let AACTE help unpack and process some of the latest developments for you by joining our free, members-only November and December Federal Update webinars.
To accommodate busy end-of-year schedules and various time zones, AACTE offers each webinar at two different dates and times. Click on your preferred date/time below to register.
Last week Chairman Kevin Brady (R-TX) of the U.S. House of Representatives Committee on Ways and Means introduced a tax reform bill, H.R. 1, The Tax Cuts and Jobs Act, and scheduled the markup to start November 6 and continue until the work is completed. This process was initiated via reconciliation through the Fiscal Year 2018 budget resolution.
Prior to the markup beginning, Brady offered a manager’s amendment making changes to the original bill, and the markup (watch it live and view additional resources here) allows committee members to offer amendments.
With so much on the congressional agenda, it is tricky, but crucial, for advocates to stay informed. The AACTE Federal Update webinar brings you up to speed on the latest developments. It’s also a great learning opportunity for other faculty at you institution – as well as your students! – so we encourage you to share the recording with them.
In 2014, the University of North Carolina at Greensboro (UNCG) received a federal Teacher Quality Partnership grant for a proposal called Transforming Teaching through Technology (TTtT), winning Year 1 funding of nearly $1.7 million, renewable for up to 5 years. Now, as the partners move into their fourth year of grant-funded collaboration, I asked Principal Investigator and Project Director Christina O’Connor for an update on their work and what it takes to secure continued funding from the U.S. Department of Education year after year.
The partnership among UNCG, Guilford County Schools, and Winston-Salem/Forsyth County Schools aims to prepare 300 teacher candidates per year with the knowledge, skills, and dispositions to incorporate technology to promote academic learning for all students. The idea is to produce teachers who can embed technology and hands-on, problem-based instruction across all content areas. By approaching this work through partnerships, O’Connor noted, the strategies and lessons benefit not only preservice teachers but also the school-based educators and UNCG faculty.
Education funding is at risk of devastating cuts if Congress cannot reach a budget deal that raises the caps on federal spending for Fiscal Year 2018. Deferred Action for Childhood Arrivals (DACA) reform, tax reform, the Children’s Health Insurance Program, and reauthorization of the Higher Education Act (HEA) are all items vying for attention on an overcrowded congressional agenda.
With so many issues facing Congress, the need for the profession to stay informed is more important than ever. To keep up to date with all the latest information, please join AACTE for one of the October Federal Update webinars.
A new study from the Institute of Education Sciences (IES) Regional Educational Laboratory Southwest has reaffirmed many of the challenges related to recruiting and retaining educators in rural areas. The report, Indicators of Successful Teacher Recruitment and Retention in Oklahoma Rural School Districts (download PDF here), examines data spanning a decade in Oklahoma districts, more than 70% of which are rural.
The analysis finds that two key influences on teacher retention are compensation and teachers’ level of responsibility at their school. Numerous other factors affecting retention are catalogued in the appendices of the report, organized into categories of teacher, district, and community-based variables. Educator preparation programs that collaborate with rural districts may want to review the study’s findings for insights that might be applied to their own local challenges.