08 Apr2024
By Nicole Dunn
We invite you to join AACTE in celebrating Arab American Heritage Month. This annual observance is a significant opportunity to recognize and honor the vibrant heritage and invaluable contributions of Arab Americans in our schools and communities. There are an estimated 3.7 million Arab Americans in the U.S.; however, schools are often unable to identify students who are Arab American because they are classified as White by the United States Census Bureau (SPLC Learning For Justice, 2021).
26 Feb2024
Data Shows Positive Trends in Teacher Preparation
By Jacqueline E. King, Ph.D.
Since 2018, I have documented key trends in educator preparation in a series of reports for AACTE. Members can access these reports at aacte.org/resources/research-reports-and-briefs.
In these reports, I’ve shared a lot of negative information about declining participation in educator preparation during the 2010s. So, when the U.S. Department released new data on the 2020-21 and 2021-22 academic years — the height of the COVID pandemic — I held my breath.
I am so pleased to report that — in two new data updates released at the AACTE Annual Meeting last week — I have good news to share about several key indicators including the following:
- Enrollment in IHE-based teacher preparation programs leading to initial licensure
- Completions of these teacher preparation programs
- Degrees and certificates awarded in the field of education
18 Dec2023
From the Teacher Follow-up Survey to the National Teacher and Principal Survey
By National Teacher and Principal Survey
New data provides attrition and mobility information about teachers in public and private K-12 schools during the 2021–22 school year.
The National Center for Education Statistics released a new report, Teacher Attrition and Mobility. Results From the 2021–22 Teacher Follow-up Survey to the National Teacher and Principal Survey (NCES 2023-058). The report provides new information about attrition and mobility of teachers in public and private K–12 schools including the following:
12 Dec2023
By Tyler Pointer
AACTE’s Senior Advisor Jacqueline King, Ph.D., was recently featured in The EdSurge Podcast where she discussed enrollment trends in teacher education programs across the United States with host Jeffrey R. Young.
The episode, entitled “The Growing Push to Recruit New Teachers,” goes in-depth on recruitment efforts from schools of education and how some of those efforts focus on further diversifying the profession.
The episode is available to listen to on Apple Podcasts, Overcast, Spotify, and other major streaming platforms.
20 Nov2023
By U.S. Department of Education
As part of its Raise the Bar: Create Pathways for Global Engagement, the Biden-Harris Administration launched “Being Bilingual is a Superpower,” an initiative by the U.S. Department of Education (Department) to promote multilingual education and bolster high-quality language programs and a diverse multilingual educator workforce across the country.
“Being Bilingual is a Superpower” will promote and further the understanding of bilingualism and biliteracy as an educational and economic imperative for student success, global competitiveness, and engagement. The new initiative under the Department’s Office of English Language Acquisition (OELA) seeks to promote research-based bilingual educational opportunities and language instruction in early learning education settings and beyond.
“Make no mistake: multilingualism is a superpower. Knowing more than one language, acquiring a new language through school, or learning new languages later in life can provide tangible academic, cognitive, economic, and sociocultural advantages,” said U.S. Secretary of Education Miguel Cardona. “As our nation continues to grow more diverse, and as our global economy becomes more interconnected, we cannot seize our nation’s full potential to compete and lead the world unless we Raise the Bar and provide all students with opportunities to become multilingual.”
07 Nov2023
By Maureen Tracey-Mooney
The U.S. Department of Education has published a new Raise the Bar Policy Brief, Eliminating Educator Shortages through Increasing Educator Diversity and Addressing High-need Shortage Areas. The brief highlights key Department efforts to support and advance educator diversity and address high-need shortage areas, as well as national and state data on teacher diversity and areas in which states have particular shortages. It includes visualizations spotlighting state and national data on educator diversity, including in a range of roles and the diversity of students enrolled in educator preparation programs, as well as data on states’ projected shortage areas for 2023-24.
The Department is committed to a comprehensive policy agenda to recruit, prepare, and retain a racially, culturally, and linguistically diverse and well-prepared educator workforce. This includes promoting educator diversity while recruiting, preparing, retaining, and supporting teachers, administrators, and other educators and ensuring that education is a profession that people from all backgrounds can pursue. Developing and supporting a diverse educator workforce is critical to strengthening student success. Additionally, addressing high-need shortage areas ensures all students have access to a high-quality, well-rounded education. Through Raise the Bar: Lead the World, the Department is working in partnership with states, tribes, local educational agencies (LEAs), and educator preparation programs (EPPs), including Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), Hispanic-Serving Institutions (HSIs), and other Minority Serving Institutions (MSIs), to eliminate educator shortages in our nation’s schools and to strengthen and diversify the education profession.
24 Oct2023
By Tyler Pointer
A new report by Data Quality Campaign (DQC) shows data legislation in various states that have passed into law could positively affect student performance.
In 2023, state legislators introduced 269 bills in 44 states and Washington D.C. that address data across education and the workforce, 72 of which became laws. The Education and Workforce Data Legislation Review by DQC spotlights the bills introduced and laws enacted in 2023 addressing data governance, as well as other recommendations for states to support data access through improved statewide longitudinal data systems (SLDSs).
23 Oct2023
By The Institute of Education Sciences (IES)
The National Center for Education Statistics (NCES) released the latest round of findings from the School Pulse Panel (SPP). These SPP data examine teaching and non-teacher staffing, technology/digital literacy, and community partnerships as reported by school leaders in U.S. public schools.
Key Findings
Staffing for 2023-2024 School Year
- Forty-five percent of U.S. public schools report feeling that they are understaffed entering the 2023-2024 school year, a decrease from the 53 % of schools who felt understaffed entering the last school year (2022-2023).
- For public schools that report feeling understaffed, 67 % of schools that have classroom aides report feeling understaffed in this area. Sixty-three percent that offer special education services report feeling understaffed in this area.
- Outside of the classroom, public schools report feeling understaffed with their transportation staff (61 %) and mental health professionals (49 %).
16 May2023
By Tim Neubert
The American Association for Employment in Education (AAEE) is pleased to announce the release of its 2022-2023 Educator Supply and Demand Report, and wishes to thank the many colleges, universities, and school systems responding to the survey that served as the basis for this report.
The Educator Supply and Demand Report is conducted in conjunction with the Center for Marketing & Opinion Research, LLC (CMOR). With data and perceptions gathered from educational organizations over several decades, the report generated will provide education professionals and institutions with valuable regional and national insights and trends in PK-12 educator supply and demand.
13 Mar2023
By Tonya Dixon
North Carolina Agricultural and Technical State University’s Alisa Taliaferro, Ed.D. recently received the prestigious 2022 Ed-Fi Alliance Educator Interoperability Leader of the Year Award. The award is one from seven community award categories including Lifetime Achievement, Partner, Technical Contributor, Ambassador, Solution and Rookie of the Year.
“The impact of data interoperability is powerful in that it empowers agency among stakeholders such as students, faculty and administrators by providing them with real-time, accurate and actionable information from multiple sources and well-connected data systems,” said Taliaferro, associate dean of Quality Assurance and Graduate Programs in the College of Education.
06 Dec2022
By University of South Carolina Department of Education
A University of South Carolina research team’s new report suggests that the state does not need another series of programs, but rather a new strategy, to truly change the future of teaching. The report showcases evidence of what is and is not currently working for the teaching profession, innovations already underway in certain school districts, and insight from South Carolina educators who are ready to evolve teaching and learning in South Carolina. (Read the report summary and the full report.)
With funding support from the Carnegie Corporation of New York, a team of researchers at the USC College of Education released the report, The Future of South Carolina’s Teaching Profession, focusing on the current state of the teaching profession in South Carolina. It offers suggestions to alleviate the teacher shortage challenge while addressing student-led learning.
28 Mar2022
By Kaitlyn Brennan
This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.
We have received confirmation that the president will release his budget request on Monday, March 28 — signaling the official “kick-off” to the FY2023 appropriations season. Advocates are anxiously awaiting to see the line item requests for the Department of Education and will work diligently in the coming months to secure meaningful investments to address the critical shortage of educators and lack of diversity across the field. Stay tuned for more details to come in next week’s Washington Update.
Secretary of Education Miguel Cardona Urges LEAs to Recognize the Critical Importance of Supporting Students with Disabilities
This week, Secretary of Education Miguel Cardona sent an eight page letter to school district officials and parents urging LEAs to recognize the critical importance of supporting students with disabilities. The document comes as many districts are rolling back their COVID-19 mitigation efforts following updated guidance from the Centers for Disease Control and Prevention (CDC). The letter is intended to help school district personnel and families design learning opportunities for all students, including students with disabilities. The document reviews key strategies, including Leveraging the IEP or Section 504 Processes to Ensure Protections are In Place to Protect In-Person Learning; Continuing Use of Layered Prevention Strategies to Keep School Communities Safe; and Ensuring Students Receive Education and Services in the Least Restrictive Environment.
22 Mar2022
By Jacqueline E. King, Ph.D.
The Colleges of Education: A National Portrait is AACTE’s signature report on schools, colleges, and departments of education. The second edition was released today and AACTE is hosting a webinar to review its findings on Monday, March 28 at 1:00 p.m. ET.
This report is a major vehicle for AACTE to tell the story of colleges of education nationwide and for members to situate their own programs in the broader context of the trends that are shaping the profession. Education preparation program faculty are encouraged to use it to communicate with their institution’s leadership, PK-12 partners, and other key cnstituents about the issues, trends, and challenges impacting educator preparation.
This year, in addition to describing the work of colleges of education, the people who do that work, and the students they serve, the National Portrait includes a special analysis on the important contributions that community colleges make to educator preparation.
Join me and my co-author Weadé James on March 28 for this member-only, informative webinar. Register today.
22 Mar2022
By AACTE
Today, AACTE (American Association of Colleges for Teacher Education) releases the second edition of Colleges of Education: A National Portrait. In addition to updating information on colleges of education and their leaders, faculty, and students, this edition features a special analysis on the contributions of community colleges to educator preparation.
This update of AACTE’s signature report offers a comprehensive picture of the nation’s schools, colleges, and departments of education: the work that they do, the people who do that work, and the students they serve. The report describes the key trends and challenges in meeting the nation’s need for highly skilled educators.
Colleges and universities can benchmark their programs against peers, gain innovative ideas to grow and diversify enrollment through community college partnerships, and describe to stakeholders the challenges confronting educator preparation.
18 Mar2022
By Muhammad Kara and Zach Curtis
AACTE has partnered with graduate students from the George Washington University and the Learning Policy Institute to distribute a survey intended for current candidates for teacher licensure. Specifically, they are seeking candidates of programs that have a teacher residency, student teaching, or Grow Your Own component. Candidates of diverse racial and socioeconomic backgrounds, as well as candidates for special education bilingual education, are highly encouraged to participate. This survey will aid research on the ways in which AmeriCorps grants could be utilized to deploy highly prepared teachers to high-need schools.
