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Nine major urban school districts have lost black teachers at an alarming rate since the early 2000s, according to a report by the Albert Shanker Institute, a think tank supported [...]

At the University of Central Florida in Orlando, teacher-candidates can now practice in a virtual classroom before ever entering a real one. The university uses a system called TeachME in [...]

The article discusses an effort to end middle school Algebra 1 classes in San Francisco, California public schools in order to stop putting students on separate tracks. Topics include racial and socioeconomic disparities in U.S. math education, efforts to allow high school students to take advanced math courses, and political pressure related to math curriculum decisions in San Francisco.

The article discusess approaches social science teachers can take for teaching about impeachment to students in the U.S. Topics discussed include teaching about background knowledge and civic underpinnings; teaching historical background on the impeachment of presidents; and ongoing problems surrounding accusations of teachers of being partisan favoritism.

The article offers information on the Chronic Absenteeism. Topics include Before the pandemic, federal data from 2017-18 showed that more than 8 million K-12 students were chronically absent, get your data in order, Equip school leaders with good information, Consider using ‘nudges' to find and connect families, Consider home-visiting programs, Don't overwhelm teachers.

The article discusses the rarity of U.S. states shutting down teacher education programs at colleges and universities. Topics include the New York state process Regents Accreditation of Teacher Education (RATE), the impact of a quality audit of teacher education at Lake Superior State University by Michigan state officials, and accreditation by the organization Council for Accreditation of Educator Preparation.

The article discusses several aspects of critical race theory (CRT). Topics covered include disagreement between U.S. liberals and conservatives on the use of CRT in the classroom, the basic tenets of CRT and critics' claim that the theory advocates discriminating against white people in order to achieve equity. It also discusses how scholars look at how policies and practices in K-12 education contribute to persistent racial inequities in education and the proposals to ban CRT in schools.

The article discusses the Chicago Public School District teachers' strike in Chicago, Illinois in September 2012 over school improvement ideas, particularly noting the effects of proposed changes to teacher evaluations. It addresses disagreements between the Chicago Teachers Union (CTU), Chicago Mayor Rahm Emanuel, and former chief of staff for U.S. President Barack Obama Karen Lewis. It notes challenges for parents and care givers during the strike.

The article presents more schools resuming in-person learning and four districts making the leap share what's working. Topics include urban districts warier about in-person learning being increasingly beginning conversation; and the districts interviewing by education while teaching, and class sizes continue to pose logistical issues, careful planning making other routines.

The article discusses the reaction of North Carolina school districts to the state's elimination of teacher tenure. Topics discussed include the salaries of teaches in the state, a state law that makes changes to the length of teacher contracts, and the possible risk to teacher retention in the state as a result of the law.

The article presents information on U.S. court case Vergara v. California, which focuses on the job protections of teachers in California. The author looks at the Los Angeles County Superior Court lawsuit, California Governor Jerry Brown, state Superintendent Tom Torlakson, and the California state education department. The article also discusses teacher-evaluation systems, teacher tenure, and the equal-protection rights of students.

The article presents information on schools and universities that are participating in teacher inspections to evaluate teacher-preparation standards in the U.S. The author looks at the British education support services company Tribal Group, the U.S. National Council on Teacher Quality (NCTQ) advocacy group, and the education departments that are taking part in the inspections in New Mexico and Texas.

The article reports on the plan of the U.S. Congress to tackle Adequate Yearly Progress (AYP) refinement of the No Child Left Behind (NCLB) implementation. Policy watchers expect more schools will fail to meet AYP as the 2014 deadline looms for reaching proficiency under NCLB. Attention in Congress centers on how the problems of identification under AYP might be addressed in the reauthorization, and growth models and differentiated consequences for schools not making AYP.

The article presents the federal appeals court recognizing a fundamental federal right to a basic minimum education and accessing to literacy as pending based on civics and the right to participate in citizenship.

The article presents the grading system in education given to students during the coronavirus pandemic. Topics include focusing on other measures of student progress like graduation rates and standardized tests scores; grade point averages being used for college admissions, scholarship programs, and even eligibility for participation in extracurricular activities and sports; and many colleges nationwide appearing to be favoring a pass-fail, or pass-no credit system.

The article discuses the treatment of racism and Southern U.S. history in U.S. history curricula. Topics include the removal of Confederate monuments from U.S. cities, curriculum coverage of the Civil War and Reconstruction eras of U.S. history, and the roles of slavery and the Lost Cause mythology in history curricula.

The article covers research on Tennessee's use of transition courses in which high school students could earn the right to enroll in credit-bearing classes rather than remedial courses in higher education. It found that the courses helped students enroll directly into college math and to earn additional credits but that the transition course did not seem to improve students' actual math knowledge.

The article discusses the human cost associated with the major school funding problem of the Chicago school district in Illinois. Topics covered include the resignation of teachers and principals to work in more financial stable school districts, early retirement of some teachers and principals and the factors that contributed to the distrust of the city's school system.

The article focuses on a slavery topic taught in U.S. schools, that students are not being taught fundamental aspects of American history about racist ideology that justifies slavery, and that slavery is the cause of the Civil War. According to the civil rights advocacy group, the topic are fragmentary, without context, and sentimentalized or sanitized. Comments from Maureen Costello, the director of Teaching Tolerance, history teachers Jackie Katz and Kevin M. Levin are included.

The article discusses the appointment of John B. King, Jr. as acting U.S. Secretary Education. Topics include King's relationship to the New York City public school system and charter schools, his role in a New York state teacher evaluation law, and conflict between King and the labor union New York State United Teachers (NYSUT).

The article discusses criticism of New York Governor Andrew Mark Cuomo's budget plan for education in 2015-16, noting that teachers' unions and parents of schoolchildren are opposing a plan to increase the role of student standardized test scores in teacher evaluation. Topics include public opinion in New York State on the debate, the position of the New York State United Teachers (NYSUT) on school funding, and political aspects of the dispute.

The article discusses the teacher education sector in New York State between 2006 and 2014, noting decisions by government regulators to keep certain education schools open despite demonstrated institutional problems. Details are given describing the particular case example of the teacher preparation program of Mercy College of Dobbs Ferry, the perceived administrative problems within the school, and the state administration's approach favoring remediation rather than school closure.

The article states that New Mexico state education officials reacted to negative criticism concerning draft language for science standards and curriculum that omitted references to climate change and evolution. It states that New Mexico's standards are based in part on performance expectations of the Next Generation Science Standards (NGSS).

The article reports that California's Instructional Quality Commission has adopted several K-8 history and social studies textbooks that highlight LGBT people as part of implementing the state's 2011 FAIR Education Act.

The article discusses the difficulties facing California school districts and teachers implementing the state's Fair, Accurate, Inclusive, and Respectful Education (FAIR) Act, which requires California students to be instructed on the societal and historical contributions of gay, lesbian, bisexual, and transgender people, in addition to people with disabilities.

The article discusses changes proposed for the California State Teachers' Retirement Plan (calSTRS) by U.S. Governor Jerry Brown. Topics include Governor Brown's plans to replenish the teachers' pension fund within 32 years, the concerns of the California School Boards Association regarding the state's education funding, and how the changes effect the state financial plan the Local Control Funding Formula (LCFF).

The article reports that as of March 21, 2014 Tennessee's state teachers' union has filed a federal lawsuit claiming the state's teacher-evaluation system is arbitrary and violates teachers' constitutional rights. Information is provided on the state's value-added model designed to calculate how much a teacher contributed to student learning based on standardized-test scores.

The article reports on a dispute between a school district and a teachers union in Pittsburgh, Pennsylvania as of January 2014, which involves a teacher-evaluation system. Topics include the funding of the system by the nonprofit Bill & Melinda Gates Foundation, disputes involving school district Superintendent Linda S. Lane, and the opinions of teacher union officials on value-added teacher evaluation.

The article discusses educational accountability in Illinois and the state's timeline to implement a teacher evaluation accountability law by the 2015-2016 school year, one year short of what is needed for the state to receive a waiver from requirements of the No Child Left Behind Act (NCLB). Topics include comments by Christopher A. Koch, Illinois' superintendent of education, and comments by Anne Hyslop, an education policy analyst, about the implementation of states' accountability systems.

The article presents information on online mentoring, or electronic mentoring (E-Mentoring) for Student Success, at the New Teacher Center that supports the online learning initiative program in Kansas for rural teachers. The author looks at teacher Linda Dixon, online support for first-year teachers, and professional development for teachers. The article also discusses the Greenbush Education Service Center in Girard, Kansas.

The article discusses three lawsuits in California filed from 2010-2012 which attempt to overhaul access to good instruction by revamping teacher quality requirements. The lawsuits are "Reed v. California," "Doe v. Deasy," and "Vergara v. California." Topics include comments by Gloria Romero of the California chapter of the Democrats for Education Reform (DFER), the cases' foundation on student rights issues, and the Students Matter nonprofit organization started by David F. Welch.

The article discusses the teacher evaluation system in the Lucia Mar school district in California called the Teacher Advancement Program (TAP) school reform initiative. The author comments on the program's inclusion of a mentoring system and a performance-based pay incentive. Topics include superintendent Jim Hogeboom's application for a federal Teacher Incentive Fund (TIF) grant and the relationship between Hogeboom and Lucia Mar Unified Teachers Association president Lloyd Walzer.

The article discusses the use of the TeachME virtual classroom simulation technology at the University of Central Florida in Orlando, Florida, which helps prepare student-teachers for student behavior in real classrooms. It explores avatars in the simulation program, which contain unique personalities and abilities that give teacher candidates experience interacting with different groups of students and practicing classroom management.

The article focuses on the endeavors of the professional-development committee of the school system of Lexington, Massachusetts to improve their instructional systems. The group aims to ensure that high quality teacher training is realized in which teachers will improve their skills to alter their teaching instructions by looking at the works of their students that may also improved their teaching practices. It is expected that teachers will collaborate as a team to realize career development.

This article reports that there are two U.S. states in which teachers' unions have threatened to withhold endorsement of applications by their states for federal education grants under the Race to the Top program. Florida teachers are opposed to any provisions which would connect teacher evaluations and compensation bonuses to student achievement tests. Teachers in Minnesota are holding out for inclusion of a voluntary program involving teacher compensation and evaluations.

The article reports on the "2007 National Assessment of Educational Progress" (NAEP) data released by the U.S. National Assessment Governing Board (NAGB) which found that boys are much farther behind girls in writing. Experts said that the finding is worrisome because businesses and higher education stakeholders regard the ability to write well as a vital skill for success in the workforce and in college. The possible reasons named by teachers and policy experts for the writing gap include writing assignments that do not engage boys' interests.

The article focuses on a study which revealed that Teach For America (TFA) instructors are more effective in raising achievement among disadvantaged high school students in the U.S. than the teachers normally assigned to those students. The study, which was released at the American Education Research Association conference, also revealed that TFA teachers outperform non-TFA teachers with three or more years of experience as well as fully subject-area certified non-TFA teachers.

The article reports on the lack of concrete findings on the effect of teacher compensation initiative to students' academic achievement. The mixed results of three studies lead researchers to promote additional study to achieve similar initiatives. Marcus Winters, a senior fellow at the Manhattan Institute, emphasizes the need for further research on the subject.

The article highlights a workshop hosted by The National Academies regarding the concept of multiple measures in the reauthorization of No Child Left Behind Act (NCLB) in the U.S. Experts offered a number of technical definitions of the term throughout the workshop. For the Department of Education, the inherent vagueness in the concept itself is reason enough to be wary about attempting to alter the existing NCLB accountability metric.

The article focuses on the disparity between the increase of Alabama schools meeting proficiency benchmarks and the number of students in the state, who score lower compared with other states. According to independent think-tank Education Sector, this can be explained by statistical methods used to artificially boost school performance.

The article reports that several U.S. Republican legislators are considering compromise on the multiple indicators language in the House NCLB reauthorization discussion draft. The party's proposal would not allow states to use multiple indicators to help identify which schools made adequate yearly progress. Instead, districts could use the indicators to prioritize which schools not making AYP should be subject to the high priority school improvement interventions.

The article reports on a review of five states' growth model systems conducted by "Education Daily." The study revealed that the growth models had varied effects on adequate yearly progress results for 2006-2007. The findings could spur concerns for the U.S. Congress as it probes into the effects of allowing states to utilize growth models in the reauthorized No Child Left Behind Act.

The article reports that draft pieces of NCLB reauthorization bill has been circulated by Senate Health, Education, Labor and Pensions Committee leaders. This indicates a drive to make headway on their vision for the law despite troubled negotiations in the U.S. House. The draft seem to have been sent by officials to major Washington, D.C.-based education interest groups. According to Melissa Wagoner, spokeswoman for chairman Edward Kennedy, those pieces will not be circulated by the committee before Kennedy introduces a bill.

The article focuses on a new report released by the Thomas B. Fordham Institute and the Northwest Evaluation Association, which discovered that even within U.S. states, proficiency cut scores differ from grade to grade and subject to subject. The report shows that states' elementary-grade tests are easier than their middle school-grade tests. It was also found out that states also generally set far more stringent proficiency expectations on their math tests than on their reading tests.

The article provides information from the report "2007 State Teacher Policy Yearbook," by the U.S. National Council on Teacher Quality. According to the report, states have set inflexible, outdated policies that hinder teacher quality. Commissioner of Education David Driscoll suggested that states must prioritize areas of reform. Arthur Wise, president of the National Council for Accreditation of Teacher Education, noted that some findings in the report could be misleading.

The article reports on the refusal of the U.S. Committee on Education and Labor to disclose the witnesses who will testify in a hearing on the federal Reading First program. The only witnesses that the "Education Daily" periodical could confirm are special education research commissioner Edward Kame'enui and Inspector General Jack Higgins. Several people and organizations involved in the program have not been asked yet to testify, while some refused to comment.

The article reports on the issue about high qualified teacher recommendation in the U.S. The No Child Left Behind Act (NCLB) Commission recommends that all states should be required to use value-added data systems to evaluate how effective teachers are at raising student achievement. Teachers in the bottom quartile would receive targeted professional development and could be removed from Title 1 schools. The commission's support to this issue will likely strengthen its influence during NCLB reauthorization.

This article reports on the creation of collaborative partnerships by U.S. states to introduce inquiry-based science into the curriculum. Inquiry-based science uses the method of posing questions and research, designed to develop higher-level critical thinking skills. The partnership was established through the help of business leaders.

The article deals with the teacher pay incentives in different industrialized countries. Due to the challenges of recruiting and retaining competitive teachers faced by the U.S. and some countries, they have enacted some reforms like providing incentive pay for teachers. Howard Nelson of the American Federation of Teachers said that incentives must be given to retain teachers in the profession.