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The article discusses the 2020 Education Week Research Center poll which focused on the relationship between school boards and school district leaders in the U.S. in the midst of the coronavirus disease 2019 (COVID-19) pandemic. Topics explored include the need to improve communication between school superintendents and board members to increase community engagement, the assessment of good policy governance, and the pandemic-related challenges cited by school board members.

The article reports on the move by some local school boards in the U.S. to ban critical race theory as of September 2021 and its possible effects on diversity, equity and inclusion (DEI) programs in K-12 education. Also cited are how debates on the theory increased the distrust of African Americans of school board governance, and the efforts by schools to eliminate institutional racism.

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 the involvement of the Bill & Melinda Gates Foundation in funding U.S. teacher quality initiatives. Topics discussed include foundation spending on teacher professional development, the impact of the foundation on U.S. education policy debate, and the foundation's funding of research and studies that have led to the use of value-added measures and student surveys in teacher evaluation.

The article discusses the impact of U.S. education advocacy groups, including Stand for Children, StudentsFirst, and Democrats for Education Reform/Education Reform Now on state legislation. The effect of these groups on legislation in several states is discussed, including former Colorado Speaker of the House Terrance Carroll's efforts to pass Senate Bill 191, New York education policy, and teacher evaluation policy in Massachusetts.

A condensed reprint of the article "New Attitudes Shaping Labor-District Relations," by Stephen Sawchuk, which was published in the November 16, 2011 issue of the journal "Education Week," is presented. The article examines the role of collective bargaining rights for teachers in collaboration between school districts and teachers' unions. Other topics explored include school budgets, U.S. education policy, and teacher evaluations.

The article discusses a report by Editorial Projects in Education (EPE), which looked at state education policies, particularly the need to improve teacher effectiveness. Problems ranged from a lack of accountability for teachers, their training and placement in at-risk schools. Sabrina Laine of the National Comprehensive Center for Teacher Quality discusses the need to improve teacher quality through state requirements. The role of the federal government in teacher development is considered.

This article reports on the failure of bipartisan efforts to renew the Elementary and Secondary Education Act or the No Child Left Behind (NCLB) law in the U.S. in 2007. There were several obstacles to the renewal of the law including an unpopular proposed reform of the law's school accountability system. Particular focus is given to the political climate surrounding the reauthorization process. According to Thomas B. Fordham Foundation Vice President Michael Petrilli, the failure to compromise on accountability can be attributed to the Bush regime.

The article discusses the impact of the retirements of U.S. Speaker of the House John A. Boehner and U.S. Secretary of Education Arne Duncan on U.S. education policy. Topics include a possible overhaul of the U.S. Elementary and Secondary Education Act (ESEA), the replacement of Duncan by former New York state education chief John B. King, Jr., and state waivers related to the U.S. No Child Left Behind Act (NCLB).

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 a profile of the Leadership for Educational Equity (LEE) program, a spin-off of the Teach for America (TFA) organization, as of 2014. Details are given overviewing the goals and activities of LEE since 2007, highlighting its efforts to place TFA alumni into positions capable of influencing educational policy and advocacy. Accounts are also given noting the political and financial aspects of the organization and its efforts.

The article discusses statistics regarding the amount of elementary level teachers being produced by teachers colleges in the U.S., noting that the supply outweighs the demand for such certified teachers. It cites statistics on labor projections for elementary school teachers in several states including New York, Illinois, and Maryland, examines issues related to teacher quality and retention, and discusses state policies regarding teacher education.

The cover story discusses the conflict of interests between teachers' unions and educational advocacy groups regarding changes in U.S. educational policy, including reduction of the collective bargaining rights of teachers, performance-based staffing, and vouchers for private schools. Advocacy groups such as StudentsFirst and Stand for Children, as well as unions including the National Education Association (NEA) are also discussed.

The article reports on ways in which several groups including the nonprofits Teach Plus Policy Fellows, New Millennium Initiative, and Educators 4 Excellence are providing opportunities for teachers to influence education policy in the U.S. It presents examples of how these groups have been active in local policy changes related to teacher evaluations, teacher retention, and teacher recruitment and examines instances of the interactions of these groups with teachers' unions.

The article discusses efforts by U.S. states joining consortia to develop common assessments in preparation for applying for Race to the Top funding. It notes that the Education Department, which will award the funding, has not said what it expects from the consortia. This has resulted in states joining multiple consortia which focus on different things. Consortia have formed around topics such as adaptive-testing technology and professional development for formative assessment.

The article focuses on teacher education in the United States and the views of U.S. Secretary of Education Arne Duncan. The highlights of a speech given by Duncan at a meeting of educators at Columbia University's Teachers College in New York City include government initiatives to improve teacher education. Woodrow Wilson Foundation president Arthur E. Levine and the National Council for Accreditation of Teacher Education are mentioned.

The article discusses the decision by schools in West Virginia to emphasize the teaching of content in application, a shift which demands change in teachers' roles. Curricula now focus on showing students how to research assignments by themselves, using outside resources like the Internet. The effectiveness of the program is examined.

The article reports on the lawsuits filed by attorneys general in five U.S. states like Maine, Michigan and Wisconsin as of July 2020 in a bid to overturn the Department of Education's policy to share federal funding to both private and public schools.

The article explores what happened to students left behind as Florida expanded its voucher program which include the nation's largest tax-credit scholarship program, and also discusses student outcomes against different measures, and alternative explanations for the results.

An interview is provided with the U.S. National Education Association (NEA) teachers' labor union President Lily Eskelsen Garcia. When asked about her speech on U.S. Education Secretary Betsy DeVos, she comments on her opposition to DeVos' education policy. She discusses her lack of trust of DeVos, including in regard to DeVos' record in allegedly underfunding Michigan public schools. When asked about the impact on the loss of NEA revenue, she references U.S. states that do not require fees.

The article reports that Florida Govenor Ron DeSantis has signed the executive order to end use of the Common Core State Standards. Topics discussed include return to the basics of reading, writing, and arithmetic; concerns of supposed liberal biases in Florida education policy; and improve high school civics.

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 efforts by the activist collective EduColor using the online messaging service Twitter to discusses racial issues in U.S. education policy. Topics include the social conditions and identities of students of color, racial inequalities in U.S. society and schools, and the role of educators of color in the collective.

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 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 discusses debate over raising teaching standards or teacher employment qualifications versus promoting teacher diversity. Minority student teachers' grades and test scores are discussed, as well as teacher education, Illinois' policies regarding teacher qualifications, and the academic achievement gap for minority students.

The article reports on the U.S. grassroots educational organization Save Our Schools (SOS), whose mission focuses on protesting educational policies that emphasize educational testing. Particular focus is given to the financial stability of the nonprofit organization and turnover within the SOS steering committee. Comments regarding its future are provided by several SOS members and issues such as the Common Core State Standards and educational accountability are discussed.

The article focuses on the implementation of educational policy concerning career development of teachers in the U.S. It notes the underdevelopment and immaturity of career development of teachers which incited policymakers to take actions in improving the quality of training of these teachers. It also emphasizes the importance of professional learning community (PLC) to help teachers understand the weaknesses of students and to find ways on how to improve their academic performances.

The article reports on the plans that the SMARTER Balanced Assessment Consortium, the Partnership for the Assessment of Readiness for College and Careers consortium and a smaller educational consortium made of 13 U.S. states, have to submit applications for $350 million of U.S. federal financing contained in grants in the U.S. Race to the Top educational initiative program. The aims and objectives of the Race to the Top program are examined.

The article discusses the de-emphasis of teacher certification by the National Board for Professional Teaching Standards by some states. Reasons include state budgetary issues due to recession, and a newer emphasis on output-based measures of teacher effectiveness rather than credentials. Barnett Berry, president of the Center for Teaching Quality, says board certified teachers have not been used effectively in a systematic way, thus dampening state enthusiasm for the credential.

The article discusses several issues related to the implementation of the public school accountability. It mentions the issue of student retention if the students fail to score above a particular threshold. It discusses the conflict that may arise in the implementation of the accountability standards and the U.S. Every Student Succeeds Act (ESSA).

The article discusses criteria for the U.S. Department of Education awards of Race to the Top Fund money from the American Recovery and Reinvestment Act. States must have no laws barring use of student-achievement data for evaluation of teachers and principals, must be friendly to charter schools and cannot cut state K-12 funding in 2009-2010. Mitchell Chester, Commissioner of Education for Massachusetts, an education-reform exemplar, is quoted saying the standards will be a challenge.

The article reports on teacher staffing models and teacher hiring in Providence, Rhode Island. Education commissioner Peter J. McWalters has ordered schools to select teaching talent. The order is in conflict with local teaching contracts and collective bargaining agreements negotiated by the teachers' union. Other topics include academic achievement, state intervention in education, and teacher transfers.

The article reports on educational policy and the administration of U.S. president Barack Obama and secretary Arne Duncan. The author suggests that Obama will address the issue of struggling schools and review the efficacy of government programs. Other topics include public service, collaboration across the political spectrum, and teachers' unions.

The article discusses the 2008 U.S. presidential and vice-presidential candidates' experiences with public education. The article mentions the National Education Association and political candidates, including Joe Biden, Barack Obama, Sarah Palin, and John McCain. The article also mentions Obama's sister, an educator at a private school in Hawaii, along with literacy, degrees in special education, and educational policy.

This article reports on an educational program in New Hampshire that offers students school credit for work outside school. The goal is to stimulate student interest by applying learning to real world situations. Deputy Commissioner of Education Mary Heath believes the program stimulates children to learn on their own instead of being an obligation.

This article reports that Senator Edward Kennedy stated his support of programs to encourage teach collaboration. He plans to introduce these programs as part of the reauthorization process for the No Child Left Behind Act. Teachers would meet to review data and develop plans for students who need additional help.

The article discusses rules proposed by the U.S. Department of Education regarding the use of graduation rates as a measure of educational accountability for the U.S. No Child Left Behind (NCLB) Act. Lobbyists, interest groups and educational associations stated their opposition to provisions regarding extended graduation rates for subgroups of disabled students, English language learners (ELLs) and challenged students.

The article discusses a report by the Center on Education Policy (CEP) that indicates that student test scores have improved since the inception of the U.S. No Child Left Behind (NCLB) Act. The author notes that educational reforms at state and local levels make it difficult to determine whether NCLB itself is the cause of the improvements. Jack Jennings, president of CEP, comments on how data for educational research has been subdivided by groups of students.

The article discusses a report issued by the educational organization Jobs for the Future (JFF) that suggests state governments must make a greater effort to offer alternative schooling and ensure educational quality for challenged high school students. The report also suggests that systems that measure educational accountability must account for challenged students. Cheryl Almeida, program director for the JFF, suggests research into course trends can aid in curricula evaluation.

This article reports on the proposed regulations from the U.S. Department of Education that require states to submit their No Child Left Behind Act accountability plans for review. According to proponents, statistical safeguards and calculations to annual test results minimize errors associated with test-score variances and increase the accuracy of Adequate Yearly Progress decisions. The American Association of School Administration expressed its concerns over the proposal.

The article focuses on the reauthorization of the U.S. No Child Left Behind Act (NCLB). It explains that state education chiefs are in the process of winning approval from Congress regarding the revised act. The Council of Chief State School Officers (CCSSO) is designed to communicate with the government and with the 2008 U.S. presidential candidates.

This article reports that a number of U.S. states have moved a step closer to using growth models for No Child Left Behind (NCLB) accountability determinations. The proposals were advanced by Education Department (ED) officials to peer review. Particular focus is given to the agency's core principles for growth. Alaska, Arkansas, and Ohio are some of the states that received ED approval for their growth models.

This article deals with the concerns expressed by U.S. state education chiefs over the effect of a proposed uniform method for calculating high school graduation rates on No Child Left Behind (NCLB) accountability rules. Education Secretary Margaret Spellings indicated a plan to codify the 2005 National Governors Association compact rate. Rick Melmer, South Dakota education secretary, said there is a need to have a mutual conversation about the proposal.

The article reports that there are plans to withhold proposals for the Education Department's pilot program by state chiefs because of strict criteria and narrow application timeline. According to the article, this may result to few applications for 2008 and that models submitted might not be as innovative or diverse as the U.S. Education Department wants. With this, Rick Melmer, education secretary of South Dakota and Council of Chief State School Officers (CSSO) hopes that further conversations with the agency will yield additional flexibility.

The article reports on the announcement of U.S. Education Department Secretary Margaret Spellings that she would permit as many as 10 states to intervene more strenuously in chronically underperforming schools than in schools in which only a small number of students misses annual testing benchmark under the No Child Left Behind Act (NCLB). According to Spellings, the NCLB functions much like a pass-fail system and the department can now make distinctions across that accountability spectrum.

The article provides an update on the reauthorization of the U.S. No Child Left Behind Act (NCLB), which is that members of the House of Representatives and Senate would like to have the bill approved in 2008. Legislators are still handling matters such as teacher effectiveness and educational accountability. Also up for consideration is an incentives program that would encourage schools to align educational goals with those of industry.

An interview is presented with Wesley G. Williams, II, who is director of the Ohio Teacher Equity Office in the state's Department of Education. Williams says that the office was created as a way of ensuring that highly qualified teachers are in classrooms. When asked about the teacher distribution analyses, Williams describes the teacher distribution files that have been created. The office is partnering with the Citizens' Commission on Civil Rights and Williams discusses the goals.