07 Dec2021
By Katrina Norfleet
CNN’s Katie Lobosco recently reported on President’s Biden’s universal pre-K plan that would make preschool available and affordable for six million more children and the resulting challenge of hiring “tens of thousands” of new teachers. In referring to the teaching shortage, Lobosco writes, “The average number of college graduates who completed teacher preparation programs fell 24% between the 2009-10 and 2018-19 academic years, according to the American Association of Colleges for Teacher Education.”
18 Nov2021
By Ellen Sherratt and Jacqueline Rodriguez
The Teacher Salary Project surveyed 1100+ teachers nationally, with an oversample of recognized teachers (e.g., State Teachers of the Year -STOYs, Nationally Board Certified Teachers – NBCTs, Teach Plus Fellows, and others) and found:
- Nearly half of the surveyed teachers say their salary was not sufficient to sustain them in teaching for the medium-to-long term (two-thirds when teachers who weren’t sure if they could continue teaching on their salary are included).
15 Nov2021
By Meghan Grenda
As the fall semester creeps to a close, it’s easy to forget about all that is available to you via your AACTE membership. Check out these member resources:
Resource Library – Have you accessed the AACTE Resource Library lately? If so, you have probably noticed a few changes, including a single sign on system. AACTE has completed its database migration and with that you will find a seamless way to transition between your AACTE profile and the improved AACTE Resource Library. Feel free to view some of the latest resources below:
12 Nov2021
By National Academy of Education
Landscape Analysis Report
A Tale of Two Cities: State Evaluation Systems of Teacher Preparation Programs
The National Academy of Education (NAEd) steering committee for Evaluating and Improving Teacher Preparation Programs commissioned the American Association of Colleges for Teacher Education (AACTE) to produce a teacher evaluation system landscape analysis, including a state-by-state summary of the evaluation system components and an analysis of similarities and differences between and among states. Authored by AACTE Dean in Residence Leslie T. Fenwick, this landscape analysis report presents information and data about state evaluation standards for teacher preparation programs and providers.
25 Oct2021
By Grady Wilburn and James Elias
The reading and mathematics scores of 13-year-old students fell between 2012 and 2020—the first time in the almost 50-year history of the National Assessment of Educational Progress (NAEP) long-term trend (LTT) assessment—according to results released today by the National Center for Education Statistics (NCES). The performance of 9-year-olds remained the same in both subjects compared to 2012.
In both age groups and subjects, the scores of lower-performing students declined since 2012, the previous assessment year, mirroring patterns observed in other subjects assessed by NAEP, also known as The Nation’s Report Card.
02 Sep2021
By Joshua P. Starr
The 53rd annual PDK Poll of the Public’s Attitudes Toward the Public Schools reveals that despite the challenges of the pandemic, Americans have high opinions of their local schools and teachers in particular. Similarly, respondents have an overall positive opinion on their local school’s ability to handle potential challenges in the new school year.
The poll found that about two-thirds of adults overall, and as many K-12 public school parents, give their community’s public school teachers an A or B grade for their pandemic response. More generally, 63% of the public give their community’s public schools overall an A or B grade. As is customarily the case, public schools nationally fare less well with about 4 in 10 adults giving the overall national public school pandemic response and A or B grade.
19 Aug2021
By Blair Mann
Leaders are grappling with the unprecedented challenge of working to understand and address the impact of the pandemic on students and communities. To support recovery, decisionmakers at all levels, from state policymakers to parents, must have access to data and use it to effectively address the challenges schools and districts face. But DQC’s 2021 public opinion polling of parents and principals uncovered considerable disconnects that could threaten efforts to use data to address the current moment and beyond.
As leaders turn their attention to the upcoming school year, data continues to be a critical tool for informing recovery efforts. State and local leaders are working together and using data to tackle the most pressing issues, which include:
28 Jun2021
By Blair Mann
As advocates, we want data to be used for accountability and transparency, to tell stories, and to inform impactful, equitable policies. But without context, clarity, transparency, the stories data could tell about school, student, and teacher experiences can be lost to misinformation and distrust.
Last week, the Data Quality Campaign released a new resource that breaks down what it means to build trust in data for both those who share it and those who consume it—providing tips to make meaning from the numbers that you see so you can demand clarity, uncover biases, understand how to foster trust in data, and take action armed with full information.
This Consumer’s Guide to Data is an especially great resource for producers of data (such as state or district leaders) and consumers of data (parents, families, or interested community members), but it can also be valuable to advocates who are looking to support good decision making and storytelling at every level.
Download the guide.
06 Apr2021
By Blair Mann
Data Quality Campaign (DQC) released an updated version of it Education Data 101: A Briefing Book for Policymakers. With information on everything from student growth data to state longitudinal data systems to teacher data literacy, our resource brings policymakers up to speed on the major data topics they need to know about. As policymakers make decisions to aid students, families, teachers, schools and districts in recovery, Education Data 101 offers the background information they need to make informed decisions.
19 Jan2021
By Meg Kamman and Tim Neubert
The American Association for Employment in Education (AAEE) is requesting AACTE members’ participation in the 2020-2021 Educator Supply and Demand Survey, conducted in conjunction with the Center for Marketing & Opinion Research, LLC (CMOR). Both AAEE members and non-members are invited and encouraged to participate.
With data and perceptions gathered from colleges, universities, and school systems over several decades, the report generated will provide you and your institution with valuable regional and national insights and trends in PK-12 educator supply and demand. An electronic version of this report will be provided to all respondents in Spring 2021 at no cost.
Completion of the survey should take about 15 minutes and all responses will remain confidential.
Preview questions (in PDF format) prior to survey completion.
College or University? Complete this survey.
School District? Complete this survey.
23 Oct2020
By Margaret Caspe
Decades of research confirm the importance of families, schools, and community working together to launch students on successful trajectories. Yet, teachers attribute lack of preparation as one of their greatest barriers to building relationships with families and their greatest fear for failure. As a result, in January of 2020, the National Association for Family School and Community Engagement (NAFSCE) partnered with AACTE, CAEP, MAEC, the NEA, and selected faculty and state leaders to form the Pre-Service Family Engagement Consortium to enhance how educators are prepared to engage families and communities.
27 Aug2020
By Stacey Eidson
While the turnover rate among new teachers is close to 50% across this country, that is not the case with graduates of Augusta University’s College of Education.
About 93% of the graduates from the College of Education at Augusta University remain in the profession for at least 5 years or more.
In addition, the College of Education has experienced a 100% job placement rate for its graduates who remained in Georgia since 2014, according to the Georgia Professional Standards Commission.
“Looking at those two data points together, we really buck the national trend,” said Judi Wilson, dean of the College of Education at Augusta University. “Here, in the College of Education, we work extremely hard to prepare our students for the classroom. Our students get more field experiences than some programs around the state and certainly many programs around the nation. I think that makes a tremendous difference.”
Education students at Augusta University receive practical, hands-on experience inside local schools so they can properly gauge if they are a good fit for the profession, she said.
17 Aug2020
By Barbara McKenna
Learning Policy Institute’s (LPI) new study, Measuring Student Socioeconomic Status: Toward a Comprehensive Approach, discusses the limitations of the popular measure and examines alternatives for state policymakers who are seeking to accurately count students from low-income families.
“Changing how we measure and address student poverty is more important than ever,” said LPI Senior Researcher Peter Cookson, who authored the study. “A shift away from the [federal Free and Reduced-Price Lunch] FRPL [program] measure was already long overdue and taking place in some states. This takes on deeper urgency now as learning for a generation of students has been upheaved by the COVID-19 pandemic. Accurately measuring family incomes is necessary if policymakers are to allocate school resources that meet the educational needs of students.”
26 Jun2020
By Blair Mann
Parents and teachers have had to deal with unprecedented challenges during the COVID-19 pandemic, but their demand for data is as strong as ever. The Data Quality Campaign’s (DQC) fifth parent poll and third teacher poll—conducted by The Harris Poll—makes clear that, especially during these uncertain times, parents and teachers value data. DQC’s national polls found that parents overwhelmingly want more information to support student success and teachers want more data on how the COVID-19 crisis has affected student learning—but teachers also want training and resources to use that data effectively. As state leaders pursue efforts to restart school in the fall, state policymakers and school leaders must take action to give parents and teachers the information and resources they need to ensure their students succeed.
“While the pandemic causes uncertainty in and out of schools, we know that parents and teachers want data and need more support to use it to help their students succeed,” said Data Quality Campaign President and CEO Jennifer Bell-Ellwanger. “As state and district leaders prepare for instruction to resume—whether it’s in person, virtual, or a hybrid—they must prioritize getting parents the information they need and ensuring that teachers have both the data they need and the tools to use it. Taking steps toward both of these goals will ensure that those closest to students have the data they need to make decisions that best serve students.”
Parents see the value of data. They want more data to understand the effects of school closures on student learning in their communities and to inform recovery efforts to best meet students’ and families’ evolving needs.
11 Mar2020
By Jacqueline E. King, Ph.D.
The 2018 Teaching and Learning International Survey (TALIS) released by the Organisation for Economic Co-operation and Development (OECD) covers about 260,000 teachers in 15,000 schools across 48 countries and economies.
The survey found that 67% of U.S. teachers under age 30 claimed teaching was their first career choice, consistent with the average for all participating countries. However, more than 73% of young teachers in Finland and close to 80% of young teachers in Alberta, Canada said teaching was their first choice. Moreover, 85% of young teachers in Japan and over 90% of young teachers in South Korea indicated teaching was their first-choice career.
Positive findings are that teachers in the United States are more likely to have received formal preparation on teaching students with special needs and on teaching in multicultural and/or multilingual settings, and feel better prepared in those areas than their peers in other OECD countries.
