On Friday at Dunbar High School in Washington, DC, Secretary of Education Arne Duncan and White House Domestic Policy Council Director Cecilia Muñoz announced movement on long-overdue teacher preparation regulations. These regulations are the successor to the spring 2012 negotiated rule making held by the Department of Education, which failed to reach consensus after several tumultuous sessions.
Joined on a panel at Friday’s event by Jim Cibulka (Council for the Accreditation of Educator Preparation), Camilla Benbow (Vanderbilt University, TN), Chris Minnich (Council of Chief State School Officers), Kaya Henderson (District of Columbia Public Schools), Elisa Villanueva Beard (Teach For America), and Secretary Duncan, Muñoz said the regulations are “something that the president has a real sense of urgency about.”
Tomorrow, April 18, is the deadline for public comment on the proposed “highly qualified teacher” (HQT) data collection by the U.S. Department of Education. A detailed letter submitted yesterday by the Coalition for Teaching Quality hails the proposed collection as “an important first step towards meeting the legislative intent” of Congress’ directive to report on the extent to which students in certain high-need categories are taught by teachers who are labeled as “highly qualified,” but who are actually teachers-in-training in alternative routes.
On March 25, Senator Tom Harkin (D-IA) convened the Senate Committee on Health, Education, Labor, and Pensions (HELP) to consider changes to Title II of the Higher Education Act (HEA), the portion of the law that addresses teacher preparation. This was the seventh hearing in a series in the Senate on HEA reauthorization.
The predominant theme of the hearing was concern that the Title II data reporting requirements for teacher preparation programs are out of date, onerous, and not useful for program improvement. All five witnesses agreed on this point and offered recommendations for change.
On February 27, the U.S. House subcommittee on elementary and secondary education and the subcommittee on higher education held a hearing titled “Exploring Efforts to Strengthen the Teaching Profession.”
Witnesses included Marcy Singer-Gabella, professor of the Practice of Education at Vanderbilt University (TN), along with two officials from state departments of education and the director of an alternative-route program.
Last week, President Obama signed an omnibus spending bill funding the government through the end of the fiscal year. This $1.1 trillion plan restores approximately two thirds ($1.6 billion) of the cuts made to the U.S. Department of Education in last year’s sequestration.
Perhaps most important to educator preparation programs, the omnibus maintains funding for Teacher Quality Partnership (TQP) grants, which fund partnerships between institutions of higher education and high-need school districts to create clinical and/or residency programs at the prebaccalaureate or graduate level. This means that the U.S. Department of Education will fund a new round of grants to partnerships seeking to reform teacher preparation programs. Stay tuned for more updates from AACTE on how to apply for this grant funding.
Recent budget cuts at the federal, state, and local levels are affecting the delivery of special education services for students with disabilities, according to a new survey conducted by the National Coalition on Personnel Shortages in Special Education and Related Services (NCPSSERS), of which AACTE is a member.
The survey of more than 1,000 special education professionals from all 50 states, which was featured in Education Week, shows that the impact of federal, state, and local budget cuts on special education is most evident in an increase in caseload, class size, and reduced professional development opportunities.
On December 17, the U.S. Department of Education issued a formal Request for Information (RFI) about the development of its new system for rating institutions of higher education, officially known as the Postsecondary Institution Ratings System (PIRS). (Note: This system aims to rate institutions as a whole, not their various divisions, although educator preparation programs would be a part of their institutions’ rating.)
The Department is urging higher education faculty, students, parents, researchers, data experts, advocacy groups, organizations with expertise in developing rating systems, and others to provide information about what should be included in this rating system. The deadline for submission is January 31.
On December 12, I attended a hearing in the U.S. Senate Committee on Health, Education, Labor, and Pensions (HELP) billed as “Accreditation as Quality Assurance: Meeting the Needs of 21st Century Learning.” This was one of a series of 13 hearings the Committee is holding in preparation for the reauthorization of the Higher Education Act.
Senator Tom Harkin (D-IA) chaired the hearing, and Senator Lamar Alexander (R-TN) sat as ranking Republican on the Committee. Other members in attendance were Senators Elizabeth Warren (D-MA), Al Franken (D-MN), and Christopher Murphy (D-CT). A full recording of the hearing along with written remarks from speakers can be found here. (You will note my presence in the audience!)
Several early childhood education bills were introduced recently in Congress.
A bipartisan bill, the Strong Start for America’s Children Act (H.R. 3461/S. 1697), was introduced November 13 in the House and Senate that would expand access to and quality of early learning programs for children. The bill was introduced in the Senate by Tom Harkin (D-IA), chair of the Senate Committee on Health, Education, Labor, and Pensions, and in the House by Representatives George Miller (D-CA), ranking member of the House Education and the Workforce Committee, and Richard Hanna (R-NY). Hanna’s endorsement makes the bill bipartisan, although no Republicans in the Senate support the legislation.
In response to a recent solicitation from the U.S. Department of Education, AACTE will be submitting comments on a proposed data collection regarding “highly qualified teachers.” We also sent an action alert November 4 to members of our Grassroots Action Network, encouraging members to send their own comments as well.
In September 2012—more than a year ago—AACTE and the 90+ other members of the Coalition for Teaching Quality won a significant victory when Congress passed a law requiring the Department of Education to collect data regarding the number of teachers-in-training currently serving as teachers of record. Specifically, the Department of Education is required to submit a report to Congress on the extent to which students with disabilities, English learners, students in rural areas, and students from low-income families are taught by teachers-in-training. For more background on this issue, see this article from AACTE’s Advisor.
As you have surely heard, late Wednesday night lawmakers reached a deal to end the federal government shutdown and raise the debt ceiling. The shutdown lasted 16 days, and in the end Republicans agreed to a bill that looked almost identical to what they had rejected three weeks earlier: a debt-limit increase until February 7 and an extension of federal funding through January 15. The Republicans won only one minor victory—a report from the U.S. Department of Health and Human Services on the processes used for verifying the income of subsidy recipients under the newly established health-care exchanges.
Although the Senate appropriations committee approved a funding bill for education programs in mid-July, the House did not follow suit; thus there is no education funding bill for the 2014 fiscal year. Education programs, along with many other federal programs, instead will be funded through a continuing resolution (CR).
In recent years, policy makers have also used CRs to extend a provision to allow teachers-in-training to be designated highly qualified. Last year the Coalition for Teaching Quality (CTQ), of which AACTE is an active member, was successful in limiting the extension of this provision to only 1 year and also in inserting a requirement on data collection and reporting.