New Data Point on Changes in Public School Teachers’ Certification Type 

By Institute of Education Sciences

A new NCES Data Point report, Changes in Public School Teachers’ Certification Type, examines the prevalence of public school teachers who did not hold a teaching certificate or held only provisional or emergency teaching certificates in the state where they were teaching, as opposed to regular, standard, advanced, or probationary certificates. It looks at the prevalence over time, by selected teacher and school characteristics, and by state. 

Report: A First Look at Teacher Preparation Program Responses to AI 

By AACTE

AACTE recently partnered with the Center on Reinventing Public Education (CRPE) to identify members with responsibility over teacher education and to encourage those members to participate in surveys and interviews about how teacher preparation programs are currently integrating artificial intelligence  (AI) into their curricula and instruction.  

The final report offers early insights into how schools of education are thinking about AI and offers recommendations for key stakeholders to accelerate AI integration and instruction within teacher preparation.  

Senior Leadership Teams in Colleges of Education: Call for Participation in Research 

By Kurt Sudbrink

Are you a dean of a college of education who leads a senior leadership team (SLT)? Have you ever wondered how to structure and lead this SLT to work collaboratively to achieve college-wide priorities?    

Research in SLTs demonstrates that they can improve organizational performance and decision-making when structured and led effectively. However, there is not much research on SLTs in higher education, especially at the college level. That is why as a doctoral graduate student at Frostburg State University, I am exploring this topic for my dissertation. I have been the assistant dean for Development and Alumni Relations at the University of Maryland College of Education for the past nine years. I have seen first-hand how SLTs have worked collaboratively to achieve remarkable results for their colleges. I have also observed SLTs struggle to find a purpose and to work as a team. 

President Signs Executive Order Supporting Hispanic-Serving Institutions and Awards Nearly $19 Million to HSIs in New Grants 

By U.S. Department of Education

Secretary Cardona joined President Biden for an event celebrating Executive Order (EO) 14214, establishing the first-ever White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity through Hispanic-Serving Institutions (HSIs) alongside close to two dozen champions for these institutions. President Biden and Vice President Harris also announced nearly $19 million in transformational research infrastructure investments for five HSIs in Florida, Illinois, Texas, and Puerto Rico through the U.S. Department of Education’s Research and Development Infrastructure Program (RDI), which is providing a total of $49 million in funding to Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and Minority-Serving Institutions (MSIs). 

To remain the most competitive economy in the world, the nation’s most inclusive institutions of higher education that play a central role in educating students from diverse backgrounds must continue to lead in research and development. To advance this goal, the RDI grant program provides funds to HBCUs, TCCUs, and MSIs —including HSIs— to implement transformational investments in research infrastructure, including research productivity, faculty expertise, graduate programs, physical infrastructure, human capital development, and partnerships leading to increases in external funding. 

2023–24 California Statewide Assessment Results Show Overall Student Progress

Continued Gains Made by Students Across State; Accelerated Progress Made by Socioeconomically Disadvantaged Students and in Multiple Districts

By California Department of Education

The California Department of Education (CDE) released assessment results that show continued progress made by California’s K–12 students, including accelerated progress in closing equity gaps for socioeconomically disadvantaged students, Black/African American students, and Hispanic/Latino students.

The results include data for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).