Literaturnachweis - Detailanzeige
| Autor/inn/en | Levitan, Shayna; Holston, Shannon; Walsh, Kate |
|---|---|
| Institution | National Council on Teacher Quality |
| Titel | Ensuring Students' Equitable Access to Qualified and Effective Teachers. State Policy Brief |
| Quelle | (2022), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Legislation; Elementary Secondary Education; Federal Legislation; Equal Education; Teacher Qualifications; Teacher Effectiveness; State Government; Government Role; Data Collection; Reports; Teacher Attendance; Teacher Persistence; Educational Attainment; Definitions; Teaching Experience |
| Abstract | When Congress reauthorized the Elementary and Secondary Schools Act in 2015, it intended to send a strong signal: any further encroachment of federal authority on the nation's K-12 schools needed to end. Compared to its more prescriptive predecessor in 2000, known as No Child Left Behind, the new law, dubbed "ESSA" for the Every Student Succeeds Act, established a set of goals states should strive to meet, only one of which is the subject of this analysis: Ensuring that all students have equal access to qualified and effective teachers. Before the law's signing in 2015, there was momentum around this issue with the federal government requiring states to submit "equity plans" and offering significant guidance to states on how to do so. This report examines the status of the ESSA provision six years after it was signed into law, analyzing how states responded to the law's requirement that they must collect and report the necessary data documenting the equitable distribution of their teacher talent among their schools. (ERIC). |
| Anmerkungen | National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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