2019 Nation’s Report Card Shows Growing Disparity between High and Low Achievers in Math and Reading
The recent release of the 2019 Nation’s Report Cards for mathematics and reading in grades 4 and 8 illustrates a growing disparity in achievement between the highest and lowest achieving students. The results show the divergence is happening across the nation, across states, and for student groups by race/ethnicity and socioeconomic status.
The National Assessment of Educational Progress (NAEP), widely known as the Nation’s Report Card, provides data from the nation, states/jurisdictions, and urban school districts that volunteer to participate in the Trial Urban District Assessment (TUDA). Approximately 296,900 fourth- and eighth-grade students across the nation participated in the 2019 mathematics assessment and nearly 294,000 fourth- and eighth-grade students across the nation participated in the 2019 reading assessment. Results are available for the 50 states, the District of Columbia, and Department of Defense schools, as well as for the 27 participating large urban districts.
The Outstanding Journal of Teacher Education Article Award is presented annually by AACTE to recognize exemplary scholarship published in the Journal of Teacher Education (JTE) during the last volume year. The journal’s editors, based at Michigan State University, nominate several top articles for consideration, and the AACTE Committee on Research and Dissemination selects the winning paper to receive the award. This award represents one of the nine categories of the annual AACTE Award Program that recognizes excellence in educator preparation.
In the video below, JTE Co-Editor Robert Floden highlights the 2018 AACTE Outstanding Journal of Teacher Education Article Award winner, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching.” In this article, the authors, Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland, identify problems in the design and implementation of teaching standards that widen the divide between theory and practice, and propose an alternative model dubbed Teaching for Better Learning.
The annual Best Practice Award in Support of Multicultural Education and Diversity honors members for their outstanding work infusing diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality teacher preparation and professional development. This award, sponsored by the Committee on Global Diversity, represents one of the nine categories of the annual AACTE Award Program that recognizes excellence in educator preparation.
This video features the 2018 Best Practice Award in Support of Multicultural Education and Diversity recipient, University of Colorado (UC) Denver School of Education and Human Development (SEHD). The Committee selected this program for it outstanding efforts in preparing teacher candidates from diverse, multicultural backgrounds to gain the foundational knowledge and experiences necessary to advocate for the educational equity for all children.
The just released 2019 Data Quality Campaign (DQC) National Poll reports that those closest to students—parents and teachers—are eager for leaders to take actions that reflect a bold vision of data use to improve student outcomes in K–12 and beyond. The findings, released on September 10, show that 90% of parents say they need data to understand their child’s progress and help them do their best. Of the teachers who were polled, 86% believe using data is an important part of being an effective teacher.
In the brief, Parents are Ready for the Next Generation of Education Data, data show that parents believe student journeys don’t end with K–12. Parents see
Each year, the AACTE Awards program honors individual members for their significant contributions to the profession in nine categories, which includes the Outstanding Book Award. This award recognizes exemplary books that make a significant contribution to the knowledge base of educator preparation or of teaching and learning with implications for educator preparation. The AACTE Committee on Research and Dissemination oversees the award process and selects the winning book and its author/editor(s). This year’s awardee(s) will receive special recognition at AACTE’s 72nd Annual Meeting in Atlanta, GA, February 28 – March 1, 2020.
The video above features the 2018 AACTE Outstanding Book Award recipient, Marcelle Haddix, Dean’s Professor and chair of the Reading and Language Arts department in the Syracuse University School of Education, where she is an inaugural co-director of the Lender Center for Social Justice. Haddix was recognized for her book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me. The book examines how English and literacy teacher education—
The September/October 2019 issue of the Journal of Teacher Education (JTE) is now available online, while printed copies are arriving in the mail to subscribers around the country. Below is a summary of the articles included in Vol. 70, Issue 4, 2019:
In “Teacher Agency and Resilience in the Age of Neoliberalism,” members of the JTE editorial team, Tonya Bartell, Christine Cho, Corey Drake, Emery Petchauer, and Gail Richmond, address how the articles in this issue provide insights into ways educator preparation programs can support teachers in developing and enacting agency. They discuss how making small shifts or adaptations in everyday teaching practices can create more just and equitable teaching and learning.
In the paper, “Whiteness as a Dissonant State: Exploring One White Male Student Teacher’s Experiences in Urban Contexts,” Stephanie Behm Cross of Georgia State University, Nermin Tosmur-Bayazit of Fitchburg State University, and Alyssa Hadley Dunn of Michigan State University, suggest that Whiteness itself is a dissonant state. The authors argue that
Half of public school teachers have seriously considered leaving the profession in the past few years. Only about half say their community values them a great deal or a good amount, and a majority says that, given the opportunity, they’d vote to go on strike for higher pay, according to the 51st edition of the annual PDK Poll of the Public’s Attitudes Toward the Public Schools released on August 5.
The full results of the PDK Poll are compiled in a report titled Frustration in the schools: Teachers speak out on pay, funding, and feeling valued. This year’s poll has several new features: For the first time in 20 years, PDK included a survey of public school teachers alongside the survey of the general population. They also expanded its sample size by breaking out Asian adults in addition to Black, White, and Hispanic adults. This year, online focus groups of public school parents and public school teachers were included to better understand why Americans responded as they did to the poll questions.
Other notable poll results include the following:
ACTE joins the Learning First Alliance (LFA) and other national education groups in planning for Public Schools Week 2020, February 24 – 28. Next year will mark the third annual LFA Public Schools Week, designated for administrators, teachers, specialists, teacher educators, parents and school board members to host events for their communities and reach out to lawmakers, businesses, and other community members to discuss the importance of public education.
As a partnering organization, AACTE recognizes that teachers, principals, and support staff who serve in public schools are key to helping students succeed and our nation thrive, and invites members to
The Wallace Foundation has launched Series Two of The Principal Pipeline podcast with it seventh episode, A District Strategy to Improve Student Achievement. The episode features Linda Chen, chief academic officer for the New York City public schools, and Susan Gates, co-principal investigator of the Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools study. Chen and Gates walk listeners through important findings on student outcomes and their significance. Also spotlighted in the podcast is Wanda Luz Vazquez, a New York City principal, who discusses her experience as a “pipeline” principal.
“It is true that a principal has to do everything under the sun,” said Chen, “But, at the end of the day, the purpose is to advance learning and instruction for every student and that is what we really focus our efforts on.”
The Principal Pipeline podcast features principals, district and state leaders, and university officials who have developed strong principal pipelines and are eager to share their lessons learned with the broader field. While Series One explored how these efforts proved to be feasible and affordable in six large school districts, Series Two examines the effectiveness of building principal pipelines. New episodes are released every Wednesday.
The Chronicle of Higher Education recently issued a special report, “The Campus as City: Crucial Strategies to Bolster Town-Gown Relations and Run a Thriving 21st-Century Institution.” The report explores the concept of “running a city within a city”— how colleges that are often towns or cities themselves are responding to the financial challenges of staying connected to their surrounding communities to provide support and attract and engage students.
In the Chronicle’s article, How One College Went ‘All In’ in Its Neighborhood, author Scott Carlson profiles a promising partnership between one institution and its community. He writes:
Educational opportunity is vital to a thriving city. And while entrepreneurial Portland, Ore., is doing well in many respects, some neighborhoods, as anywhere, are down and out. That’s especially true on the north side, near old industrial sites, where the population is less white and Concordia University, a private liberal-arts institution, for years shared a corner with a rundown elementary and middle school.