News from EPSA
America's Suburban Schools Facing new Pressures. One of the problems with many school reforms being implemented in schools today is that they are being done in isolation -'" from one another and from other policies that are necessary to actually allow the education changes to work. In the following post, two professors explain how housing policy affects America's suburban schools in a profound way. Amy Stuart Wells is a professor of sociology at Teachers College, Columbia University, and Douglas Ready is an associate professor of education policy at Teachers College. Wells leads the Center for Understanding Race and Education at Teachers College, founded in 2008 for research and outreach activities related to issues of race in educational institutions. Published: 9/8/2014 3:47:00 PM
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education by Kevin J. Dougherty, Rebecca S. Natow, Rachel Hare Bork, Sosanya M. Jones & Blanca E. Vega. TC Record. Sept. 2014.
Examination of the political origins of state performance funding for higher education in six states (Florida, Illinois, Missouri, South Carolina, Tennessee, and Washington) and the lack of its development in another two states (California and Nevada). Published: 9/4/2014 1:17:00 PM
Basil Smikle, a Ph.D. candidate in the Politics & Education program and a political strategist, participates in a panel discussing Gov. Jay Nixon's press conference in Ferguson, Missouri. MSNBC's Up with Steve Kornacki. August 17, 2014. Published: 8/19/2014 11:24:00 AM
Thomas Bailey, George and Abby O'Neill Professor of Economics and Education, Launches New TC Center on College Remediation at White House Published: 8/14/2014 1:58:00 PM
Rachel Langlais, an alumna of the Leadership, Policy and Politics program, 2012, currently works as a Senior Program Manager on the Partnerships and Research team at The New Teacher Project. Recently, Rachel, together with a co-writer, has published an entry on a TNTP blog titled "Embracing our own big data." Published: 7/28/2014 1:16:00 PM
Dr. Travis Bristol, a 2014 graduate of the Education Policy program at Teachers College, is a guest in Radio Boston podcast "How to Increase the Number of Black Male Teachers in Boston Public Schools." He discusses the subject with Hayden Frederick-Clarke, a public school teacher in Charlestown. Travis Bristol is also a former high school English teacher in New York City public schools and teacher educator for secondary English with the Boston Teacher Residency program. After graduating from TC, he has received a postdoctoral research fellowship at the Stanford Center for Opportunity Policy in Education. He tweets @TJacksonBristol. Published: 7/14/2014 2:36:00 PM
Michael Rebell, professor of law and educational practice at the EPSA department, reviews the decision of Los Angeles County Superior Court Judge Rolf M. Treu to struck down the state's teacher tenure and seniority-order layoff laws. Published: 7/9/2014 3:16:00 PM
After Senators cite their work, Judith Scott-Clayton and Susan Dynarski argue in the New York Times for simplifying the FAFSA form. Published: 6/23/2014 8:54:00 AM
Thomas Bailey attends White House Ceremony to Launch New TC Center on College Remediation
Bailey joined U.S. Education Secretary Arne Duncan, along with White House Domestic Policy Council Director Cecilia Munoz and other administration officials, to announce the launch as part of a White House meeting focused on best practices in college remediation. Judy Scott-Clayton, Assistant Professor of Economics and Education at Teachers College, and Elisabeth Barnett, Senior Research Associate at CCRC, also attended the event.
Lashawn Richburg-Hayes of social policy organization MDRC is serving with Bailey as CAPR’s co-principal investigator. CAPR will conduct three major studies to document current practices in developmental English and math education across the United States, and to rigorously assess the effects of innovative assessment and instructional practices on student outcomes.
The meeting on remediation was a follow-up to a White House Summit this past January that aimed to mobilize efforts to increase college access and success for low-income students. In his presentation with Richburg-Hayes, Bailey described the portfolio of research designed by CAPR and reviewed the advances that have been made in understanding and addressing the deficiencies in our developmental education system. Yet he also emphasized that remediation reform by itself cannot significantly increase college completion among low-income students. Improvements to developmental education, he stressed, must be pursued in the context of broader institutional reforms that attend to the entire student experience.