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Archive for December, 2019

Revolutionizing Education: AACTE’s DEI Video Highlights Promising Practices to Recruit and Retain Teachers of Color

Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.

Promising Practices to Recruit and Retain Teachers of Color

AACTE is focusing on ways that education leaders and colleges of education can employ to address the national shortage of educators of color more effectively. “AACTE’s new mission is to revolutionize education for all learners,” said AACTE Board Chair Kim Metcalf, dean of the college of education at the University of Nevada Las Vegas. “We are shifting our efforts to provide members support and encouragement to be innovative in ways that address not just today’s needs in their local communities, but the needs that those communities will have in years to come.”

U.S. Department of Ed Reports Student Load Debt and Earnings of Education Majors

USDoE - College Scorecard

On November 21, the U.S. Department of Education announced that new data on federal student loan debt and earnings of recent graduates by institution, degree program, and field of study had been added to the College Scorecard consumer website. In addition, the Department of Education made these data available to the public at collegescorecard.ed.gov/data.

As a service to members, AACTE has excerpted the data on education graduates, along with documentation about the data, and provided instructions on how to search for your institution in this large database. Log in and access these resources.

The Department of Education Data suppressed results for smaller programs to safeguard the privacy of graduates. Our review of the data revealed that privacy suppression affects a considerable portion of the database. At larger institutions, data are only available for sizable programs and at smaller institutions, no information may be available. Despite this considerable limitation, AACTE is sharing these data because it is rare to have access to student loan debt and earnings information for recent graduates by field of study. 

To provide members with a much richer understanding of how students in education programs are paying for college—and the potential implications for recruiting students to become teachers—we are also preparing a new data brief that will be available at the upcoming Annual Meeting. This report is one in a series of briefs summarizing important data on our profession that we will be releasing early next year. More to come as the AACTE 2020 Annual Meeting approaches!

If you have questions about the College Scorecard data, please contact Jacqueline King at jking@aacte.org.

The Reality of Segregation in Public Schools

Segregation Concept

Why are schools still segregated in 2019? The answer to this question is a complicated one. One with roots deep in the history of our educational system. The surface answer has to do with the fact that racist curricula and prejudice within our society still exist. Where you live determines where you go to school. Many times, the poorer, minority students live in lower income neighborhoods. And as children become racially isolated, it then trickles into our schools, resulting in segregation.

In fact, segregation is even evident in schools that are racially diverse. You’ll notice that most students in advanced placement classes are Caucasian or Asian. Who do we see in remedial classes? We see African American students, particularly African American males. Even with a diverse student population, the evidence of systemic segregation is scarily rampant. The deep vestiges of racism and segregation subtly permeate through our schools and it sets dangerous precedents.

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