Much attention has been paid recently to teacher shortages. However, less attention has been paid to how schools hire teachers, which has a direct impact on the shortage issue (which varies by subject and region). Ineffective teachers are more likely to leave, as are those who don’t “fit” well with the culture or demographic of
After a conversation with CPE’s senior policy analyst Jim Hull last week in which Jim helped explain to issues of accountability, the conversation segued onto the topic of school principals and the powerful role they play in public education. Apparently, Jim is not the only one who believes that principals are key players in student success.
Many have tried to quantify the value of education— in fact, even we did in our video, Is it Worth It? But calculating what we get versus what we spend on public education is far from an easy exercise, as there are so many variables and value judgments that come into play. Enter Forbes magazine,
The National Council on Teacher Quality (NCTQ) recently released a lengthy report called “Teacher Prep Review: A Review of the Nation’s Teacher Preparation Programs” (“The Review”). The much anticipated and highly contested report highlights the shortfalls of the vast majority of the nation’s colleges and universities’ teacher preparation programs. The report sounds the alarm on
If turning around a persistently low-performing school were easy, we would not have persistently low-performing schools. In truth, schools that languish at the academic bottom are more often an ongoing source of frustration for the hard-working teachers, parents and students who attend them and the districts that manage them. Yet new laws that give parents