In the education world, there’s a lot of skepticism around the frame of “getting back to normal” post-COVID.
It’s not complicated: it’s…
In response to the pandemic, we have advocated for teacher-candidates to serve as tutors in high-need and hard-to-staff schools.
It’s a win-win:…
The COVID-19 pandemic has set back learning for millions of students and compounded educational inequities in our nation’s schools. Data suggest…
In Texas, Dean Frank Hernandez of TCU’s College of Education receives calls daily from schools and families looking for tutors for their students,…
Note: For more on these ideas, see Deans for Impact’s COVID-19 policy recommendations.
Two weeks ago, I was ready to publish a blog about the…
Texas recently announced it would make educator data available to the public in order to meet the requirements of a bill passed during the 85th Regular Session, which concluded on May 29, 2017.
“You can find evidence to support whatever you want.” It’s a common refrain heard in policy circles – but what happens when the evidence appears to say nothing at all? While one recent study appears to suggest that educator-preparation programs do not vary meaningfully in their performance – and thus data on performance should not be used for policy decisions – a more nuanced understanding of the interrelationship between research, policy, and practice may lead to a more nuanced conclusion.
In the past few years, special-interest groups have seized on teacher shortages in some states as an excuse to push legislation and regulations that throw open the classroom door to teachers with little to no preparation.
Painting the ESSA Canvas is full of thoughtful, innovative ideas that states can use to improve educator quality – we encourage you to check it out.
Deans for Impact believes that policy should provide actionable data – along with the support and tools for program improvement – to help those at…
