scholarly journals Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?

2021 ◽  
Vol 29 ◽  
pp. 100
Author(s):  
Christine Montecillo Leider ◽  
Michaela Colombo ◽  
Erin Nerlino
Keyword(s):  
English Learners ◽  
English Language ◽  
Primary Role ◽  
Sheltered English Immersion ◽  
Teaching Standards ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
Teacher Credentialing ◽  
Professional Teaching

English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: Do state education agencies effectively prepare teachers of ELs? We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation. 

scholarly journals Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies

2019 ◽  
Vol 6 (1) ◽  
pp. 205395171985331 ◽  
Author(s):  
Sigrid Hartong ◽  
Annina Förschler
Keyword(s):  
Black Box ◽  
School Governance ◽  
Digital Data ◽  
Critical Data ◽  
State Education Agencies ◽  
State Education ◽  
The Us ◽  
Different Types ◽  
Data Infrastructures ◽  
Education Agencies

Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black box for most education researchers. Our findings are based on interviews conducted in three state education agencies in two different national contexts (the US and Germany), thus addressing the question of how the datafication and digitalisation of school governance has not only manifested within but also across educational contexts and systems. As our findings illustrate, the implementation of data-based school monitoring and leadership in state education agencies appears as a complex entanglement of very different logics, practices and problems, producing both new capabilities and powers. Nonetheless, by identifying different types of ‘doing data discrepancies’ reported by our interviewees, we suggest an analytical heuristic to better understand at least some features of the multifaceted enactment of data-based, increasingly digitalised governance, within and beyond the field of education.

Highlighted & Underlined

2018 ◽  
Vol 99 (6) ◽  
pp. 6-7
Keyword(s):  
High Schools ◽  
Summer Institute ◽  
Racial Groups ◽  
Actual Cost ◽  
Online Tool ◽  
State Education Agencies ◽  
State Education ◽  
Elite Colleges ◽  
Education Agencies ◽  
Integrated Schools

State education agencies are coping with new responsibilities under ESSA. A new survey reveals differences in how members of different racial groups view U.S. schools. A consortium of high schools is developing a mastery-based transcript. A summer institute will help educators create more racially, ethnically, and socio-economically integrated schools. An online tool helps families understand the actual cost of elite colleges.

Steps for Implementing a State-Level Professional Development Plan for Secondary Transition

2017 ◽  
Vol 41 (1) ◽  
pp. 56-62
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Monica Simonsen ◽  
Bonnie Boaz ◽  
Cynthia VanAvery
Keyword(s):  
Professional Development ◽  
Local Level ◽  
State Level ◽  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
Quality Professional Development

To scale up and sustain the use of evidence-based practices, it is imperative that state education agencies systematically implement professional development that represents best practice. By delivering quality professional development to local districts, it is more likely that transition personnel will implement transition programs and practices with fidelity to sustain implementation over time. To do this, it is important for state education agencies to develop a state-level stakeholder team to determine professional development needs across districts and develop a plan to systematically deliver professional development. This article describes seven steps for using data-based decision-making to develop and implement quality professional development at the local level to ensure districts across a state effectively and sustainably implement secondary transition evidence-based practices.

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