Abby SchachnerVictoria WangCathy YunSara Plasencia Chris MauermanCordy McJunkinsDeborah Stipek
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. This national landscape highlights the key decisions states and preparation programs face and strategies for strengthening teacher preparation.
Desiree Carver-ThomasMelanie Leung-GagnéEmma García
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A diverse teacher workforce is vital to student achievement and school climate, yet only about 20% of U.S. teachers are people of color. Barriers for teachers of color include limited access to comprehensive preparation, lower pay, higher debt, and less supportive working conditions. Research sheds light on conditions that foster retention.
Melanie Leung-GagnéMaria Maria CastilloSusan Kemper PatrickDesiree Carver-ThomasTara KiniCicely BingenerMaría Virginia Giani
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Designed to address California’s educator shortages and offset preparation costs, the Golden State Teacher Grant provides financial support to aspiring educators in exchange for a commitment to serve in a high-need school or preschool. An analysis of the program's first 5 years reviews statewide participation and grant recipients’ perceptions of the program.
Jennifer A. BlandKimberlee RalphWesley WeiVictoria WangSteve WojcikiewiczMarjorie Wechsler
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Texas faces persistent teacher shortages due to high attrition and reliance on underprepared teachers. Three exemplary educator preparation programs using full-year clinical pathways, including residences, offer successful, scalable practices that can be applied to other preparation models and inform the ongoing evolution of statewide policies.
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Although evidence suggests that well-designed and well-implemented behavioral threat assessments can be part of an effective violence prevention strategy, school, district, and state leaders must be aware of the concerns surrounding BTA use and implementation and take key considerations into account.
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Research on California’s historic investment in community schools reveals that schools implementing the strategy have experienced substantial reductions in chronic absenteeism, notable decreases in suspension rates, and improved test scores, with the largest gains among historically underserved students.
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With a growing number of states investing in community schools strategies, systems are seeking ways to support quality implementation across multiple school sites. Certification has emerged as a route to bring structure, consistency, and capacity-building to community schools implementation.
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High-quality, transformational community schools are intentionally structured to promote nurturing relationships among and between educators, community partners, families, and students. Together, they develop school conditions in which students are affirmed, feel a sense of belonging, and can be successful.
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The conventional wisdom has long been that teachers stop improving after a few years on the job. But decades of research show that teachers continue to improve as they gain additional experience, especially in environments that support professional learning and collaboration.
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.
