News From the Field
Catch top headlines sharing relevant news and stories about Linked Learning practices, schools, and students.
The longer a principal stays in a school, the more likely that principal is to hire teachers who will stick around for a while. That’s according to a new paper, published online in the Journal of Educational Administration this month, based on data from nearly 12,000 Texas principals, from 1999 to 2017.
A Rhode Island lawsuit that has been widely watched for its potential influence on civic education has been settled, averting escalation to the U.S. Supreme Court, and setting up a new system to guide civics instruction in the state, attorneys and state officials announced Wednesday.
For four student-teachers in North Carolina, teaching’s low pay and heavy workload were a concern, but not enough to deter them from joining the profession. Here they explain what’s kept them interested in becoming teachers—above all, the ability to make an impact in the lives of their students.
Tennessee’s Grow Your Own (GYO) work is an educator-preparation strategy focused on developing and retaining candidates from local communities, for local communities. Learn more about their work and what's ahead.
What happens when the major players in university principal preparation—states, districts, and universities—get together to work on improving those programs? Notable change can be the result, though some of it may be incremental, according to a new analysis by the RAND Corporation of a five-year initiative to reform university-based principal-prep programs in seven states.
Schools experienced the largest single-year drop in enrollment since World War II during the first year of the COVID-10 pandemic, new data from the National Center for Education Statistics’ 2022 Condition of Education Report show.
Alternative-certification programs have long been thought of as one solution to teacher shortages, but a new analysis shows that the number of candidates completing those programs has declined over the past decade, despite a boom in enrollments and new offerings.
National (and international) tests aren’t going to ‘fix’ education, writes Al Kingsley.
With creative planning rooted in research-backed strategies, schools and districts can devise meaningful supports for the students most impacted by the pandemic and build toward a more robust academic safety net for all students—one that allows them to persist toward meaningful diplomas without compromising their futures or delaying their dreams, writes Robert Balfanz & Karen Hawley Miles.