|
Teacher shortages continue to be a huge issue in many states. Yet states differ in their education policies and in the ways that teachers are prepared, compensated, and supported. These differences can result in dramatically different levels of student access to a diverse, stable, and well-qualified educator workforce.
|
In the past 20 years, California policy around instruction, funding, and support of English learners has significantly changed. These shifts—from more rigorous teacher preparation to increased funding and the introduction of transitional kindergarten—have likely impacted students’ academic achievements, English proficiency, and other outcomes over time.
Victoria WangMelanie Leung-GagnéHanna MelnickMarjorie Wechsler
|
California’s ambitious commitment in 2021 to expand universal PreK for all 4-year-olds and income-eligible 3-year-olds by 2025–26 is making progress. Evidence provides insights into implementation related to service delivery models, facilities and transportation, instruction and assessment, supporting student needs, workforce development, and technical assistance needs.
|
Integrated learning environments can lead to academic and social benefits for children, yet most early childhood education programs are remarkably segregated due to both neighborhood segregation and policy decisions. New research shows how state policymakers can design policies that foster integration rather than segregation.
|
Summer programs, whether focused on academic acceleration, enrichment, or career development, help support the whole child during the months when school isn’t in session. States play a key role and can take actions to strengthen and sustain summer programs, from empowering leaders and engaging coalitions to ensuring sustainable funding and equitable access.
|
COVID-related federal recovery funds enabled many states to invest at unprecedented levels in summer learning programs, creating opportunities to learn from the initiatives developed during this funding window. Discover how three states implemented summer learning initiatives designed around academic acceleration, enrichment, and career development.
|
This brief from EdPrepLab and the University of the District of Columbia (UDC) describes how UDC prepares teacher candidates to teach and remain in the local school system by recruiting local candidates and centering race, class, and culture in preparation courses.
|
Research on emergency hires of teachers during the pandemic highlights challenges in teacher effectiveness and retention. Investing in well-funded, high-retention pathways like teacher residencies can support a diverse, well-prepared teaching force, addressing teacher shortages and improving student outcomes in the long run.
|
This brief from EdPrepLab and Trinity University describes the development, implementation, and impact of Trinity’s Natural Environment and Well-Being course designed by faculty members who sought ways to incorporate the benefits of natural environments and science of learning and development to support the well-being of teacher candidates.
|
Early childhood learning quality depends on educators being fully prepared to meet the needs of diverse young learners—something that can be supported by high-quality coaching. Examples from state and county systems show ways that comprehensive coaching systems can be implemented at scale, types of coaching approaches, and supports offered.
