Lynn M. Gangone Recounts AACTE Legacy in Podcast Episode

By Tyler Pointer

“As a leader, I think it’s important to know your values and where you stand… For me, educational equity has been the cornerstone for my work as an educator in all the different roles that I’ve had,” said AACTE President & CEO Lynn M. Gangone, Ed.D., CAE. 

Gangone was recently featured on EDUP Xcelerated Excellence‘s episode “Dr. Lynn M. Gangone—Leading for High Quality Educator Preparation,” where she engaged with host, Jacob Easley II, Ph.D., PMP, on the history of AACTE and her legacy as she prepares for retirement. 

Gangone assumed the role of AACTE president and CEO during a turbulent period in education and intensified by the COVID-19 pandemic. Her commitment to the association’s well-being drove key strategic developments, with a strong focus on diversity, equity, and inclusion. 

Secretary Cardona Announces 2024 Back to School Bus Tour 

By U.S. Department of Education

On Tuesday, September 3, U.S. Secretary of Education Miguel Cardona will launch the 2024 Back to School Bus Tour from Sept. 3 to Sept. 6. The week-long, multi-state road trip will showcase the many ways schools, families, and communities are doubling down on accelerating student achievement and raising the bar in public education with investments and other support from the Biden-Harris Administration. 

The Back to School Bus Tour will feature stops in Wisconsin, Illinois, Indiana, Michigan, and Pennsylvania. This year’s theme, “Fighting for Public Education,” highlights how school communities are using the Biden-Harris administration’s historic investments in public education to implement evidence-based and promising and innovative strategies and accelerate academic success, to support students of all ages and backgrounds. The 2024 bus tour will celebrate public education as the American system that opened the door for so many of our nation’s success stories: from astronauts to astrophysicists, writers to engineers, musicians to mathematicians, innovative entrepreneurs in the private sector to great leaders in the public sector. 

In Mississippi: Assessment Shows Student Achievement Reaches All-Time High in Three Subjects

By Mississippi Department of Education

The Mississippi Department of Education (MDE) released the results from the 2023-24 Mississippi Academic Assessment Program (MAAP), which show student achievement reaching an all-time high in mathematics, English Language Arts (ELA), and science.  

Overall, for 2023-24, the percentage of students scoring proficient or advanced reached a record high of 47.8% in ELA, 56.3% in mathematics, and 63.4% in science. U.S. history decreased slightly from 71.4% in 2022-23 to 70.9% in 2023-24.

The 2023-24 assessment results show student achievement continues to exceed pre-pandemic levels. Student achievement in Mississippi and the nation dropped in 2021 due to the pandemic, though Mississippi students mostly rebounded by 2022.

Americans Present an Education Agenda for the Next President in the 56th Annual PDK Poll

By John Hendron

The 56th PDK Poll of the Public’s Attitudes Toward Public Schools finds that Americans’ top educational priorities include the preparation of students to enter the workforce (84%) and the attraction and retention of good teachers in public schools (81%). Other top priorities include an increased focus on student mental health (73%), helping students who have fallen behind academically (72%) and college affordability (70%).

Two other priorities attract smaller majority support for increased federal attention: protecting students from discrimination (58%) and the availability of public pre-kindergarten programs (56%, rising to 67% among public school parents). Just 35% call for an increased focus on the expansion of charter schools.

Huskers Make Big Impact on State Through Teacher Education

By Deann Gayman

This article was originally published on the University of Nebraska – Lincoln’s website and was reprinted with permission.

Nearly one in four new teachers in the state of Nebraska earn their degree from UNL. Among the May graduates who are now first-year educators is Madison Wosk, a fourth-grade teacher in Sutton, Nebraska, who grew up in Broomfield, CO.

“I’m having a bit of the jitters,” Wosk said from her classroom, as she prepped for the new school year — and her career — to begin. “But the level of preparation at UNL is amazing. I know I have the right tools in my tool belt, and the UNL education program really has prepared me to be the best teacher I could be.”

Call for Applications: JTE-Holmes Co-Editorship Second Cohort

By AACTE

The call for applications for the second cohort of the Journal of Teacher Education (JTE)-Holmes Co-Editorship is now open. Selected scholars will co-author an editorial or manuscript that will appear in JTE’s special anniversary issue on teacher residency programs in 2025. This opportunity is specifically for Holmes Scholars who would like to learn how to write and publish a piece of quality scholarship in a high-impact academic journal.

Through JTE, AACTE is committed to ensuring that the next generation of education scholars, particularly underrepresented scholars, are supported as they advance their research and scholarship. The first cohort of JTE Holmes guest editors will speak about their experiences in a webinar on Thursday, September 5, from 1:00 p.m. to 2:00 p.m. EST.

AACTE Board Member Shares Insights on Black Male Educator Shortage

By AACTE

The United States is grappling with a severe teacher shortage, with a notable deficit of Black male educators. This shortfall is raising concerns about its impact on learning outcomes and the academic potential of PK-12 students across the nation.

AACTE board member and dean of the College of Education at Bowie State University, Rhonda Jeter, Ph.D., shared her insights on the Bowie Black Male Educators Project — a proactive initiative to counter the shortage of Black male educators in the U.S. The initiative is supported by the critical funding of the U.S. Department of Education’s Augustus F. Hawkins Centers of Excellence (Hawkins) Program.

According to Jeter, studies have indicated that having a Black teacher significantly increases the likelihood of Black students graduating high school and enrolling in college.

Read the full post on Diverse: Issues In Higher Education‘s website below.

Kentucky Department of Ed Presents Chronic Absenteeism Resources  

By Jennifer Ginn 

Kentucky Department of Education (KDE) team members provided an update on efforts to combat chronic absenteeism during a Superintendents Webcast on August 14. 

KDE defines a student as chronically absent if they have missed more than 10% of the enrolled time in school. This includes both excused and unexcused absences. Chronic absenteeism affects nearly 30% of students across the Commonwealth each year. 

“When students miss school, they miss out on learning, meaningful relationships, and countless other opportunities that are crucial for their development and future success,” said Commissioner of Education Robbie Fletcher. 

Webinars to Highlight Critical Role of Holmes Programs, Partnerships

By AACTE

The AACTE Holmes Scholars Program is committed to providing its members with exceptional professional development opportunities throughout the year. Two upcoming webinars will spotlight the groundbreaking work of the AACTE Holmes Scholars Program and the work of scholars.  

Both webinars offer a unique opportunity to gain deeper insights into the Holmes Program and its impact on educational leadership and research. AACTE encourages you to participate in these discussions and explore how these models of mentorship and research can enhance your own professional journey. 

Kean University to Play Leading Role in New State Literacy Initiative  

By Kean University

Kean University this week signed an agreement with New Jersey officials to facilitate a study of literacy and learning loss among elementary students as lawmakers work to improve educational outcomes for children statewide. 

Governor Phil Murphy signed into law two pieces of legislation earlier this month to bolster literary education across the state.  

In this initiative, Kean, the state’s urban research university, will provide a learning and literacy loss consultant to the New Jersey Department of Education (NJDOE) to analyze data, coordinate policy, and implement best practices to improve students’ literacy outcomes. 

Department of Education Awards $40 Million+ to Improve College Completion Rates for Underserved Students 

By U.S. Department of Education

The U.S. Department of Education (Department) announced more than $40 million in grant awards to seven grantees to improve completion rates for underserved students. The grants are being provided under the Postsecondary Student Success Grant (PSSG) program, which aims to equitably improve postsecondary student outcomes, including retention, transfer, credit accumulation, and completion, by leveraging data and implementing, scaling, and rigorously evaluating evidence-based approaches.  

“Across the country, colleges and universities are rejecting the old idea that weeding out students was a sign of quality, and instead they are taking responsibility for all of their students’ success,” said U.S. Under Secretary of Education James Kvaal. “These awards will not only help find new ways to help students graduate; they will help change expectations.”  

Sean Hembrick of Penn State Named August 2024 Holmes Scholar of the Month

By Amelia Q. Rivera

AACTE recognizes Sean Hembrick, M.Ed., as the August 2024 Holmes Scholar of the Month. A fourth-year doctoral student in higher education at The Pennsylvania State University (Penn State), Hembrick exemplifies the dedication, scholarship, and leadership that the Holmes Scholars program seeks to foster.

From Harlem to Higher Ed: Sean Hembrick’s Journey to Empower Black Scholars

Hailing from East Harlem, New York City, Sean’s academic journey is a testament to his commitment to education and social justice. Hembrick holds a Bachelor of Arts in English and sociology from Binghamton University, a Master of Fine Arts degree in creative writing from Queens College (CUNY), and a Master of Education in student affairs in higher education from Texas State University. Hembrick brings a rich interdisciplinary perspective to his doctoral studies.

Broadband in Jeopardy: The Looming Crisis for Schools, Hospitals, and Libraries 

By Eric Tucker

This article was originally published on LinkedIn and was reprinted with permission. 

On July 24, 2024, the U.S. Circuit Court of Appeals for the Fifth Circuit ruled that the Federal Communications Commission’s (FCC) Universal Service Fund (USF) contribution mechanism is unconstitutional. This decision questions the foundation of a $9 billion a year program that provides essential telecommunication services for schools, libraries, and rural healthcare facilities, putting our nation’s most vulnerable communities at risk.  

Background on the Situation  

The USF was created to ensure all Americans have access to essential telecommunications services, regardless of their location. Funded by telecommunications providers, the USF supports:  

• E-rate: Internet for schools and libraries. 

• Lifeline: Internet for low-income families. 

• Rural Health Care: Broadband for rural healthcare facilities. 

• Connect America Fund: Broadband for rural areas. 

Hybrid Learning Environments Help Students with Learning Differences Thrive

By College of Education, UT Austin

Kara Huss, College of Education, University of Texas at Austin alumnae, has dedicated her career to supporting neurodivergent children, combining her passion for child development with her extensive training in special education and behavior analysis. Having earned her master’s degree and a BCBA certification, Kara believes that all behavior is a form of communication and is able to work with neurodivergent children both in the classroom and in learning environments outside of a strictly academic setting.

Now, as the executive director of the William’s School, Kara continues to drive the organization’s mission to provide individualized education and therapeutic support for children with autism and other neurodiversities. Her specific vision for a hybrid way of teaching remains a key factor in student success both inside and outside of the classroom.

Continue reading on UT Austin’s College of Education website.

Where Do Teachers Want To Teach? And Why?

By Linda Darling-Hammond

Last month, the U.S. Senate Committee on Health, Education, Labor, and Pensions held a hearing on the status of the American teaching profession, emphasizing the urgent need for policy changes. Chairman Bernie Sanders noted that, because of widespread teacher shortages, “some 300,000 teaching positions—nearly 10% of all teaching positions nationwide—have been left vacant or filled by teachers not fully certified for their assignments.” He, and several other members of the committee, attributed these shortages to the fact that “for decades, public school teachers have been overworked, underpaid, understaffed, and maybe most importantly, under appreciated.”

Teacher shortages have been front and center in the news for a number of years, deepening during the pandemic, and continuing to be a huge issue in many states. Yet, as in all things, states differ in their education policies and in the ways that teachers are prepared, compensated, and supported. These differences can result in dramatically different levels of student access to a diverse, stable, and well-qualified educator workforce across the country.