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The article informs that sex education has got revised in Texas and the new standards will go into effect in 2022 which includes teaching birth control and sexually transmitted infections to 7th and 8th graders and fertilization and sexual intercourse to 5th and 6th graders.

The article informs that Susana Cordova, who has spent three decades in the Denver school system and has led it since 2018, step down to take on the role of deputy superintendent for teaching and learning in Dallas.

The article informs that school communities of Baltimore County, Maryland, Chicago, and Seminole County, Florida, reported cyberattacks over the Thanksgiving holiday and vulnerability remains high during the current COVID-19 pandemic-era period due to increased technology use.

The article informs that Kentucky religious school Danville Christian Academy has asked in a petition for emergency relief from the U.S. Supreme Court and reopen day-care centers and colleges as other public and recreational centers are open in Kentucky.

The article informs that U.S. Department of Education's statistical wing has postponed the 2021 administration of the National Assessment of Educational Progress in math and reading due to concern about sending outsiders into schools and possibly increasing the risk of COVID transmission.

The article focuses on the decision of Federal Appeals Court in the case Students for Fair Admissions v. President and Fellows of Harvard College which argued that Harvard's admissions program's use of race violated Title VI of the Civil Rights Act of 1964.

The article reports that Jill Biden, wife of U.S. President-elect Joe Biden, will become first lady with profession of teaching and Jill Biden has taught for more than three decades at a public high school, a psychiatric hospital for adolescents, and community colleges.

The article reports that school superintendents should want from U.S. President-elect Joe Biden's administration such as need for an additional emergency-relief package; closing of digital divide and supporting school infrastructure and uncertainty Deferred Action for Childhood Arrivals.

The article reports that American educator Jill Biden visits the Evan G. Shortlidge Academy in Wilmington, Delaware during the 2020 presidential campaign and she will become the first lady to continue teaching after her husband, President-elect Joe Biden.

The article reports that voters in November 2020 gave the nod to bonds that will help pay for computing devices and internet connectivity schools need to continue remote learning during the COVID-19 pandemic and voters rejected proposals to issue new debt to renovate athletic stadiums.

The article looks at a report from Centers for Disease Control and Prevention (CDC) show the proportion of emergency department visits related to mental-health crises has increased dramatically for the young since the COVID-19 pandemic started.

The article discusses the rise of U.S. online teacher education and certification programs such as the Master of Arts in Teaching (MAT) by the University of Southern California (USC), focusing on their prevalence among for-profit universities. Topics include comments by Meredith Curley of the University of Phoenix and by education teacher Eric Bernstein, online teacher certification costs, as well as the University of the Pacific's partnership with the Teach-Now online certification business.

The article discusses the budget of the St. Louis, Missouri school district in 2013 as it faces increasing employee-pension costs and decreasing student enrollment rates. It covers budget reductions implemented by the district with participation from the city's teachers' union focusing on pension management. Information is also included on the history of the Public School Retirement System of the City of St. Louis (PSRS) and the demographics of the city's teachers.

The article discusses practice-based teacher education, a system of teacher-preparation programs that is considered more intensive and places more classroom responsibility on student teachers. Information is provided on Match Teacher Residency, a teacher education program operated by the nonprofit organization Match Education that requires students to master competencies before managing a classroom. Debate over how the system works for different academic subjects is also covered.

A profile is presented on the district-union partnership between Cynthia M. Stevenson, superintendent of Jefferson County Public Schools in Colorado, and Kerrie Dallman, former president of the Jefferson County Education Association. The author discusses how they collaborated on the school district's budget with members of the school district and its teachers' union and explains that they were inspired by a labor-management cooperation conference sponsored by the U.S. Department of Education.

The article discusses the implementation of teacher evaluation systems in several states including Michigan, Florida, and Georgia and highlights how the results have produced high ratings for a majority of teachers. Other topics addressed include ratings for teachers during classroom observations, the use of value-added assessments, and variations in ways in which school administrators implement the evaluation systems.

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 article discusses student teacher mentoring programs in U.S. teacher education and the impact of the mentoring quality on student teachers' training. The author looks at the training experiences of high school teacher Summer Brewer, teacher Andrea Coulter's mentoring of student teacher Kelsey Frost, the selection of student teaching mentors by principals, and co-teaching models with student teachers. Also discussed are teacher cooperation programs at the University of Missouri (MU).

The article discusses a teacher education and teacher development program in Oakland, California, called Teach Tomorrow in Oakland (TTO), managed by Rachelle Rogers-Ard. The article looks at the program's emphasis on creating racial diversity in the teaching profession and increasing the presence of minority teachers. Topics include comments about the teacher diversity gap by Ana Maria Villegas of Montclair State University, as well as the program's teacher recruitment and retention strategies.

The article discusses the Common Core State Standards, a set of U.S. national educational standards for language arts and mathematics, and examines how school districts are training educators to incorporate lesson in kindergarten through twelfth grade (K-12) which meet the rigor and higher-order learning skills required by the standards. Topics explored include pedagogical content knowledge for teachers and changes to curricular goals and teaching methods for mathematics and language arts.

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 looks at issues concerning class size in the U.S. One factor being considered by parents when assessing the quality of a school is the number of students in a classroom. Among teachers, smaller classes are preferred since they can control students and give more personal attention and assign and grade more complex work. During the 1980s, a class-size law was adopted where one in five school districts was given permission to sidestep the 22-student restriction in elementary schools.

The article discusses the meeting of a panel of educational experts, convened by the U.S. Department of Education, and their progress in developing federal rules to ensure that schools of education produce effective teachers. Topics explored include accountability for teachers' colleges, the federally funded Teacher Education Assistance for College and Higher Education (TEACH) grants program for teacher training, and the role of states in evaluating teacher education programs.

The article reports on the appointment of an external panel on teacher education standards by the U.S. nonprofit organization Council for the Accreditation of Educator Preparation (CAEP). It notes the controversial appointment of prominent critics of teacher education to the panel. The panel's appointment is said to follow the formation of CAEP by the 2010 merger of the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE).

The article discusses the application and review process for a waiver program from the U.S. Department of Education which would allow states to develop their own set of educational accountability requirements and bypass those outlined in the No Child Left Behind Act (NCLB). Particular focus is given to elements of the plans dealing with evaluations of teacher performance. Comments from Education Secretary Arne Duncan on the responsibilities of states in implementing their proposed plans are highlighted.

The article discusses an updated teacher effectiveness evaluation (TEVAL) rating system and its implementation in the school districts of New Haven, Connecticut. Topics include the efforts of city major John DeStefano Jr. to revamp district rating systems and the TEVAL system's scrutiny of all educational staff including principals according to assistant superintendent Garth Harries. Also discussed are the efforts of New Haven Federation of Teachers president David Cicarella.

The article reports on iTeachAZ, the undergraduate teacher education program at Arizona State University (ASU), and examines reforms to the program aimed at improving teacher quality and classroom mastery. Particular focus is given to the program's emphasis on the professional development model for teacher training and comments from ASU education school deans Mari Koerner and Nancy J. Perry are highlighted.

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 the National Education Association (NEA) teachers' labor union, which has decided to create a policy statement that will allow the use of students' standardized test scores to be used as a factor in teacher evaluations. NEA president Dennis Van Roekel comments on the debate in the U.S. regarding teacher evaluations. The evaluation system would include an evaluation of teachers' teaching methods and classroom management skills, the educational leadership exhibited by teachers, and the use of standardized tests to determine teacher performance.

The article discusses the use of teacher teams in school turnaround programs in U.S. education. It focuses on teacher teams used at Blackstone Elementary School and Orchard Gardens School, former low-performing schools in Boston, Massachusetts. The initiative utilized the expertise of top teachers and teacher-leaders from the organization Turnaround Teacher Teams (T3). These expert teachers visited the schools and provided insight on academic improvement, school turnaround, and teaching quality.

The article discusses plans which have been proposed by legislators in Alabama, Tennessee, and Wisconsin that would reduce the collective bargaining rights of teachers. It examines how national teachers' unions such as the American Federation of Teachers (AFT) and the National Education Association (NEA) are involved in the effort to prevent this legislation from passing and comments on other topics including Wisconsin Governor Scott Walker, U.S. education reform, and the political activity of teachers' unions.

The article presents a profile of Palmer Park Preparatory Academy, a Detroit, Michigan middle school. In partnership with the publisher Houghton Mifflin Harcourt, the school has adopted educational reform policies such as teacher-led administration, flexible scheduling, and extended school hours in an effort to improve student academic achievement. Comments from school district auditor Barbara Byrd-Bennett, lead teacher Ann K. Crowley, and sociology professor Adam Gamoran are also included.

The article discusses the outlook for reform related to education in New Jersey under the administration of Governor Chris Christie. His support for teacher-tenure and merit-pay reforms is noted. The governor also supports a salary cap on school superintendents. His fiscal policy on education is said to be aggressive and conservative. A survey of residents indicates that 70 percent support the governor on tenure reform.

The article offers information on the implementation of a professional learning community to improve the training of teachers by the officials of Carman-Ainsworth school district in Flint, Michigan.

The article discusses whether or not school districts invest enough in professional development programs or teacher training in the United States. Studies related to the economic aspects of education such as the cost of teachers' time are noted. The role of teachers' unions in changing school districts' spending policy is discussed. Tying teacher development spending to improved outcomes for students and teachers is mentioned as an accountability measure.

The article discusses professional development for teachers in the United States. Issues related to the quality of post-preparation teacher training programs such as cost and implementation are mentioned. The topic of teacher-quality policy is noted. The professional learning community model is also mentioned.

The article discusses a legal settlement between the Los Angeles, California school district and the American Civil Liberties Union (ACLU) of Southern California regarding students' rights and the district's seniority-based teacher layoff procedures. It presents restrictions regarding layoffs in disadvantaged schools, comments from the organization United Teachers Los Angeles, and remarks from ACLU chief counsel Mark D. Rosenbaum.

The article reports findings from the U.S. National Center on Performance Incentives' Project on Incentives in Teaching program, which was designed to study bonus pay for teachers. The article reveals that the merit pay system had no overall impact on academic achievement for students according to the study of 300 teachers in Nashville, Tennessee. Other topics include teacher's unions, U.S. Department of Education policy, and the federal performance-pay system Teacher Incentive Fund (TIF).

The article reports on how several U.S. states, including Massachusetts, Minnesota, and Ohio, will introduce a performance-based assessment for teacher-candidates, called the Teacher Performance Assessment. The use of standardized tests in licensing systems in the U.S. and the role of the group Teacher Performance Assessment Consortium in changes to the current system are discussed.

The article presents an overview of differences of opinions that members of the National Education Association and the American Federation of Teachers have about U.S. President Barack Obama's teacher effectiveness goals and agenda, which include the federal Race to the Top competition. The possible impact the two teachers unions will have on the outcome of the renewal of the U.S. Elementary and Secondary Education Act is discussed.

The article reports on research concerning the placement of effective teachers in U.S. schools that are under-performing and located in high poverty areas. Research in Guilford County, North Carolina by labor economics professor C. Karabo Jackson on the Mission Possible incentive program for recruiting teachers is discussed. The federal government's project called the Talent Transfer Initiative is noted. The views of educators such as Susan Moore Johnson and Susanna Loeb are mentioned.

The article profiles how the Fall River High School in Fall River, Massachusetts increased its high school graduation rate at B.M.C. Durfee High School. According to the article, officials paired statistics and data with an analysis of the school norms and policies and an effort to respond to students' needs and interests. The high school's extracurricular activities that were created by administrators and teachers and the change to the alternative education program are discussed.

The article discusses a 21st-century shift towards including teachers' opinions when crafting educational policy. It notes that surveys show consistency of teacher concerns, which include leadership in their schools, being included in decision making, and working with colleagues. It notes that most surveys are snapshots, and little longitudinal data are available. It points out that organizations such as MetLife and the Bill & Melinda Gates Foundation are adjusting to the need.

The article discusses the Brooklyn Generation School, a small public school in Brooklyn, New York, which makes innovative use of teaching schedules to allow teachers time to meet together, small class sizes, and significant professional development and vacation time for teachers. It notes that the schedule costs no more to operate than a traditional one. The plan was devised by Furman Brown, a former volunteer with the Teach for America organization, who runs the Generation Schools Network with a partner.

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 discusses prospects of states winning the U.S. Department of Education Race to the Top funding competition. It notes that guidelines included using student test scores in teacher and principal evaluation, support by school boards and teachers' unions of the plan, and tough approaches to poorly performing schools. It notes that some states traded less rigor for more local support, and vice versa. Education specialist Chester E. Finn thinks sincerity of the plans will be important.

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 professional development system of the Teach for America (TFA) organization. The organization, which trains college graduates in a five-week summer institute to be teachers in districts that are hard to staff, has adopted a training and support system designed to create effective teachers. A combination of classroom observation of corps members, eliciting their feedback, and data on student achievement, and incorporates solutions and best practices into the training.