New Report on Early-Career Teacher Preparation and Support in the U.S.
The National Center for Education Statistics released a new Statistics in Brief report (April 3, 2018) entitled “Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching.” This report examines early-career teachers’ preparation for teaching and receipt of support by selected characteristics of the schools in which they taught during the 2011–12 school year. In school year 2011-12, the majority of early-career teachers (i.e., teachers who had taught for five or fewer years) in public schools reported that they were well prepared for a range of instructional duties in their first year of teaching.
Click here to view the report: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018143
New Report on Crime and Safety in Schools
Crime in the nation’s schools and college campuses has declined overall during the past two decades, according to a new report. The report also highlights new data on the presence of security staff at elementary and secondary schools as well as updated data on safety and security procedures at school and training for teachers. The new report, Indicators of School Crime and Safety 2017, is the 20th in a series of annual publications produced jointly by the National Center for Education Statistics, in the U.S. Department of Education’s Institute of Education Sciences, and the Bureau of Justice Statistics in the U.S. Department of Justice.
Click here to view the report: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018036.
New Research on How Principals Influence Student Achievement
New research from the Chicago Consortium on School Research used data from hundreds of schools to learn how principals were most effective at achieving higher learning gains on standardized tests. The principal role is complex and there are many ways principals may affect classroom instruction and student learning and they wanted to understand what mattered most. They found principals most influenced student learning by fostering strong learning climates and by supporting teacher leadership around school-wide goals.
Click here to read the Leadership Snapshot: https://consortium.uchicago.edu/sites/default/files/publications/Leadership%20Snapshot-Mar2018-Consortium.pdf
2017 NAEP Mathematics and Reading Assessments Highlights
The National Assessment of Educational Progress (NAEP) is a nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It is the largest continuing, nationally representative assessment of what our nation’s students know and can do in select subjects. It was first administered in 1969. In 2017, students in 4th and 8th grade took reading and mathematics assessments. Scores were flat in 4th grade and in math in 8th grade. The average reading score for the nation at 8th grade increased one point; this increase was driven by top performing students. Decreases for lower performers at grade 4 and increases for higher performers at grade 8 in both subjects were noted. Gaps between student racial/ethnic groups remain large.
Key findings for the nation, states, and participating urban districts can be found here: https://www.nationsreportcard.gov/reading_math_2017_highlights/