Posts Tagged ‘reports’
A recent report by the think tank Third Way claims that the federal Teacher Education Assistance for College and Higher Education (TEACH) grant program is failing to meet its aims, instead burdening nearly 40% of recipients to date with converted unsubsidized loans after they failed to complete all program requirements.
The report calls for changes to the program, either through “short-term fixes” such as reducing reporting requirements and limiting grant use to “high-performing” programs (as proposed in the new federal regulations for teacher preparation programs) or, preferably, in a thorough overhaul that streamlines all federal assistance for teachers into a simple loan-forgiveness program.
As teacher educators wait to see the U.S. government’s latest proposal for rating their programs, a new report commissioned by the Council for the Accreditation of Educator Preparation (CAEP) attempts to lay out a useful framework of “key effectiveness indicators” to answer the fundamental question: How do we identify high-performing preparation programs that routinely produce effective teachers (as well as programs that do not)?
Editor’s Note: This post originally appeared in The Chronicle of Higher Education and is reposted with permission. The views expressed in this post do not necessarily reflect the views of AACTE. See also AACTE’s statement about the Easy A’s report.
The National Council on Teacher Quality, a Washington-based think tank, has issued a number of reports in recent years on teacher preparation around the country. Its flagship effort since 2013, the Teacher Prep Review, is an annual report released in June that rates programs on how well they are preparing new teachers. In order to keep its name in front of the media between those major annual releases, the council has issued a series of studies on other aspects of teacher preparation. The latest one, Easy A’s and What’s Behind Them, came out this week. As with the organization’s other studies, this one has fatal flaws that undermine most of the conclusions articulated in it.
AACTE Members Leading Efforts to Develop and Rigorously Assess Teacher Candidates
In its latest effort to cast the nation’s schools of education in a negative light, the National Council on Teacher Quality (NCTQ) today released a report claiming that vague, “criterion-deficient” assignments in educator preparation programs result in too many high grades among teacher candidates, compared with students in other majors at the same institutions. The report, Training Our Future Teachers: Easy A’s and What’s Behind Them, rests on the same meager evidence—mere document reviews—as NCTQ has used in past reports. One of its underlying tenets, however, is important, if not new: that teacher candidates and their readiness to practice must be developed and assessed fully and accurately, an area that is already the subject of intense focus and innovation led by the educator preparation community.
As the National Council on Teaching Quality (NCTQ) steps up its document collection by communicating directly with teacher preparation programs’ PK-12 partners, AACTE encourages programs to reach out to their partner schools to raise awareness and build mutual understanding around the requests, including connecting legal counsel from both parties if appropriate.
AACTE Members Addressing Key Concerns Through Rigorous Programs, Partnerships, and Policy Initiatives
AACTE member institutions across the country are leading rigorous and effective teacher preparation programs that echo the priorities of those surveyed in the 46th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools. The 2014 poll includes a special section released today on teacher preparation and evaluation.
The first report on the 2014 poll, released last month, showed that Americans are skeptical of federal policy influences on public schools and of the Common Core State Standards and standardized tests. The newly released second report delves into specific ways respondents think teacher quality and schools should be improved.
Preservice preparation in teaching methods and pedagogy has a notably positive effect on new teachers’ likelihood to stay past their first year on the job, according to a new report out of the Consortium for Policy Research in Education (CPRE). Teachers’ routes to licensure, certificate types, degrees, and selectivity of their colleges have much less correlation with attrition, say report authors Richard Ingersoll, Lisa Merrill, and Henry May.
Analyzing data from the national Schools and Staffing Survey and supported by a National Science Foundation grant, the authors studied to what degree various elements of preservice preparation contribute to beginning teachers’ attrition or retention after 1 year in the classroom, particularly in the fields of mathematics and science.
Accountability is a core value of AACTE and its membership. Although the current trend toward measuring teacher preparation programs’ outcomes rather than inputs is a clear step in the right direction, it is often difficult to produce meaningful evidence of program impact amid the wide-ranging ideas of what such evidence might be. Still, our profession is ahead of the game in dealing with the performance expectations and reporting demands that now face higher education in general.
Yesterday, the National Council on Teacher Quality (NCTQ) released its second annual Teacher Prep Review: A Review of the Nation’s Teacher Preparation Programs. Although parts of this report venture a conciliatory tone, as might be expected from NCTQ’s past reports, this review offers largely unhelpful recommendations that are based on questionable methodology.
Public Shaming—Over a Document Review
In an attempt to provide a consumer-friendly guide to teacher preparation programs, NCTQ has moved from rating institutions on a 4-star scale to ranking them numerically—a divisive tactic that mostly serves to pit institutions against one another. Notably, these rankings have as little to do with graduates’ readiness to teach as did last year’s star system.
A new report from the National Education Association (NEA) is the latest in a recent flood of attention to the lack of diversity among the nation’s teaching workforce.
Earlier this week, NEA released Time for a Change: Diversity in Teaching Revisited, which explores the need to recruit and retain teachers of color and the political context that has diminished interest in and initiatives toward meeting the goal. According to Segun Eubanks, director of NEA’s Teacher Quality Department, “This is not a new concern.” The paper examines the progress—or lack of progress—made to address diversity of the teaching workforce and uses the findings as a basis for recommending change.