Equitable Access

Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color

This Learning Policy Institute report explains the positive impact of teacher diversity on outcomes for students of color, barriers to recruiting and retaining teachers of color, and promising practices to address these challenges. The report provides examples of how schools and districts attract and keep diverse educators, such as: building supportive pathways into teaching, revising and refining hiring strategies to be more proactive, strengthening induction programs, and improving teaching conditions through improved school leadership.    

High-Leverage Practices in Special Education

This guide, published by the Council for Exceptional Children in collaboration with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) and many partners, presents 22 high-leverage practices (HLPs) for K-12 special educators. These HLPs, when successfully implemented, have led to improved outcomes. The HLPs are categorized by: collaboration, assessment, social/emotional/behavioral, and instruction. The guide shares corresponding resources about HLPs, including articles, videos, and reports.

Education Watch: The State of Educational Equity

This interactive tool by Education Trust provides data that can drive leaders to do better for all students, especially for students from low-income families, students of color, and English learners. The tool provides data at the state-level on critical measures of educational opportunity and achievement from preschool through higher education.

Rethinking English Learner Data: Illinois’ Plans Under the Every Student Succeeds Act

This New America report explores Illinois’ approach to serving students who are English Language Learners (EL), looking at strengths and challenges related to these EL student outcomes and how the state approaches these challenges in their Every Student Succeeds Act ESSA plans using a New America framework.

On Track or Falling Behind? How States Include Measures of 9th Grade Performance in Their ESSA Plans

In this brief, Achieve outlines a state-by-state comparison of early warning indicator systems. These systems measure aspects of 9th grade student performance to determine if students are ‘on track’ for future academic success or are at risk for dropping-out. The brief outlines how states have included these early warning ‘on track’ indicators into accountability and data efforts in their Every Student Succeeds Act (ESSA) plans.

2017 State Teacher Policy Yearbook: National Summary

This biannual report from the National Council on Teacher Quality presents state snapshots on teacher policy in 2017 regarding teacher preparation, recruitment and retention and provides guidance to states on policy changes that improve teacher quality.  

Fall 2017 ESSA Educator Equity Best Practices Guide

In this brief guide, the National Council on Teacher Quality highlights best practices from 34 state plans for ensuring compliance with the Every Student Succeeds Act’s educator equity requirements. It identifies best practices in key areas, including definitions of inexperienced and ineffective teachers; data analysis; and timelines and strategies for identifying and eliminating educator equity gaps.

The Long-Run Impacts of Same-Race Teachers

This paper presents findings from an analysis using student-level data over ten years to investigate the long-term impact of students having teachers of the same race in elementary grades.  Findings indicate that having a black teacher in grades 3-5 significantly reduces the likelihood of black male students, particularly those most economically disadvantaged, of dropping out of high school, and increases the likelihood that low-income black male and female students aspire to attend four-year colleges.

Why Bad Teachers in Twenty-Five Diverse District Rarely Get Fired

This study by the Fordham Institute investigated whether districts are able to dismiss ineffective teachers who have tenure or veteran status. The authors report that in most districts, performance-based dismissal of tenured teachers is difficult, and if pursued is extremely vulnerable to challenge and thus can take years to achieve.

Has it Always Been this Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools

This CALDER study uses longitudinal data to examine gaps in teacher quality over time between advantaged and disadvantaged students in North Carolina and Washington. The report finds that teacher quality gaps have always existed, but the size of the gaps have varied over time and been driven by different dynamics, including changing student demographics and teacher mobility.


Subscribe to RSS - Equitable Access