Tiffany S. TanGian Anthony BaezSusan Kemper Patrick
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The latest state-reported data show 425,400-plus teaching positions are either unfilled or filled by teachers without full certification, making up roughly 1 in 8 positions nationwide. Because of variations in state policies, the severity of shortages and access to well-qualified teachers differ greatly from state to state.
Melanie Leung-GagnéLucy SorensenTara KiniSusan Kemper PatrickDesiree Carver-ThomasTiffany S. TanLinda Darling-HammondThomas M. SmithYiwang Li
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California's teacher shortage crisis has tripled the number of teachers practicing with substandard credentials since 2012–13, disproportionately impacting students of color and low-income communities. While recent state investments have increased well-prepared teachers significantly, many programs are sunsetting. Sustained, coordinated policy action is needed to stabilize the state’s workforce.
Susan Kemper PatrickTiffany S. TanJulie FitzCathy Yun
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California’s investment in teacher residencies has led to the recruitment and retention of a racially and ethnically diverse teacher workforce with higher passing rates on the state assessment and higher entry rates into the profession than other preparation pathways. Through residencies, candidates receive financial support and year-long guidance from a mentor in the classroom, while completing coursework.
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Well-prepared, well-supported early childhood educators are essential to high-quality learning experiences for young children. Building that workforce depends on strong educator preparation, effective recruitment and retention strategies, and supportive state policies.
Linda Darling-HammondMaria E. HylerSteve WojcikiewiczJoy Rushing
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New approaches to teacher preparation center on whole-child education and decades of research on how people learn and develop. These emerging principles reimagine educator training to foster strong relationships, rich learning, and supports that help all students thrive.
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Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction.
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Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction.
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The brief from EdPrepLab describes how the Teaching Fellows program at Arizona State University (ASU) creates an accelerated pathway for paraeducators to earn a teaching degree and certification while continuing to work in schools.
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The science of learning and development research identifies several core principles that explain how children develop, learn, and thrive. Applying this science can help education systems better meet the needs of every learner and enable all students to reach their full potential.
Sarah KlevanNatalie SpitzerLaura E. HernándezCassandra RubinsteinWalker Swain
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Los Angeles Unified School District successfully implemented its Community Schools Initiative through a robust support structure that centers inclusive environments enabled by restorative practices, project-based learning, and Linked Learning pathways. While all low-income schools in the district are recovering from pandemic-era lows, these schools are improving at substantially higher rates in achievement and attendance.
