Stanford built the web tool so parents, educators and policymakers can drill into data in ways that previously could only be done by researchers.
What's new at NCTR?
NCTR hosted partners from Mississippi and Connecticut in Chicago for a Recruitment and Selection Institute last week. During the two-day Institute the participants developed a recruitment strategy for residents, mentors, and training sites. They also worked on articulating a value proposition to guide the recruitment of residents, mentors and partner organizations. The Institute was led by NCTR Program Director Emily Herrick and Associate Director Keilani Goggins.
Partner update
Kim McKnight, Director of RTR Petersburg and RTR Chesterfield, and Quayle Agurs, RTR’s Recruitment Specialist, led a conversation at the Black Male Educators Conference in Philadelphia last week titled, “Teacher Residency Programs: Strengthening the Educator Pipeline in K-12.” The panel highlighted RTR’s strong recruitment and retention efforts, as well as the data from across NCTR’s national Network of partner programs.
Work with us
NCTR is hiring for a Manager of Research and Data to support the collection, analysis, and reporting of data to demonstrate the effectiveness of the teacher residency model and advance the residency movement. Read the full job description and details on how to apply.
Featured News
Stanford tool helps educators examine education trends by race, poverty
Researchers from Stanford University have made available to the public a powerful online database of 350 million reading and math test scores from students spanning 2008 to 2016. The data allows users to compare outcomes and gaps between from schools, districts and communities.
The Educational Opportunity Project at Stanford University’s datasetcovers every public school in the nation and includes district-level data on race and socioeconomic status, segregation patterns, and other factors that contribute to educational outcomes. The data set includes information on “learning rates,” which the project describes as a measure of how much students learn as they go through school, “a much better measure of school quality,” according to the project’s leaders.
Researchers at Stanford have used the datato examine how segregation and poverty contribute to achievement gaps. They found that racial segregation remains a major source of educational inequality because it concentrates black and Hispanic students in high-poverty schools. “It’s not the racial composition of the schools that matters,” said lead researcher Sean Reardon. “What matters is when black or Hispanic students are concentrated in high-poverty schools in a district.”
Stanford built the web tools to allow parents, educators and policymakers to drill into the data in ways that previously could only be done by researchers. By making the data accessible, the project hopes that teachers, parents and others will use it to pinpoint where disparities exist, and to develop a better understanding of how they can contribute to equitable learning opportunities for students.
New approach to discipline transformed this DC school EdSurge One school saw a top-to-bottom transformation that all started with a trauma-informed approach to social-emotional learning called conscious discipline.
Please note that the articles and events in the NCTR E-Blast do not reflect the opinions of our organization, but rather represent information that we believe will be relevant to you and your programs.
