- CCD Letter on the Keeping All Students Safe Act (KASSA)
- Least Restrictive Environment: A Requirement under IDEA: Statement of Principles from the Education Task Force
- Military Schools
- FY20 Appropriations Letter
- The TEACH Grant Program
- Senate Appropriations Recommendations-April 2, 2020
- House Appropriations Recommendations-April 2, 2020
- Group Letter on TEACH Grants-September 2, 2020
RESOURCES IN SPECIAL EDUCATION
- Council for Exceptional Children (CEC)
- Teacher Education Division of CEC
- Center on Personnel Studies in Special Education (COPSSE)
- Study of Personnel Needs in Special Education (SPeNSE)
- National Center for Special Education Personnel and Related Services Providers
- CEEDAR Center
RESOURCES IN TEACHER EDUCATION
- American Association for Colleges of Teacher Education (AACTE)
- American Educational Research Association (AERA)
- National Council for Accreditation of Teacher Education (NCATE)
- Interstate New Teacher Assessment and Support Consortium (INTASC)
- The Association of Teacher Educators (ATE)
- National Comprehensive Center for Teacher Quality (NCCTQ)
- ASSESSING ESSA: MISSED OPPORTUNITIES FOR STUDENTS WITH DISABILITIES
- COLLEGES OF EDUCATION: NATIONAL RESOURCES – AACTE
- 2015 HECSE DOCTORAL PROGRAM RESULTS
Please click on the link above to access the results of the 2015 survey that describes doctoral programs of HECSE member institutions. Created by Jennifer Freeman.
- GAO REPORT ON FEDERAL ROLE IN TEACHER PREPARATION 2009
The U.S. Government Accountability Office examines the activities of multiple federal offices that support teacher education for instructing students with disabilities and English language learners. The report recommends greater coordination across offices to promote achievement in the general education classroom.
- THE HORIZON REPORT 2008 EDITION
The annual Horizon Report by the New Media Consortium and the Educause Learning Initiative examines the technology tools poised to have the greatest effect on education within the next five years. These tools are organized into adoption horizons by estimated timeframes during which the technology will enter mainstream use. Six technology types are highlighted with examples of each type.
- TEACHER QUALITY IN A CHANGING POLICY LANDSCAPE: IMPROVEMENTS IN THE TEACHER POOL
Revisiting a previous analysis of Praxis test scores in 1999, this report by Drew Gitomer and sponsored by the Educational Testing Service (ETS) reanalyzes the pass rates and academic profiles of test-takers. Findings indicate that Praxis passing rates have decreased substantially while academic profiles of Praxis test takers have improved.
- READING FIRST IMPACT STUDY: INTERIM REPORT
This April 2008 report by the Institute for Education Sciences highlights impact findings on Reading First effectiveness. No significant differences were observed in reading comprehension scores across the participating sites despite an increase in class time addressing the five essential components of reading and regardless of experience with the intervention.
- WAITING TO BE WON OVER: TEACHERS SPEAK ON THE PROFESSION, UNIONS, AND REFORM
This 2008 report by Ann Duffett, Steve Farkas, Andrew J. Rotherham, and Elena Silva and sponsored by Education Sector and the Joyce Foundation analyzes a survey completed by 1,010 teachers about their feelings in regard to various educational reforms such as accountability measures, tenure, differential pay, and workplace environment. Overall, teachers were open to reforms but felt that their interests were often best served through organized unions with increasing numbers of teachers indicating that union membership was necessary.
- THE STUDY OF SPECIAL EDUCATION LEADERSHIP PERSONNEL WITH PARTICULAR ATTENTION TO THE PROFESSORIATE
This 2001 report by Deborah Smith, Georgine Pion, Naomi Tyler, Paul Sindelar, and Michael Rosenberg describes the findings of a national study funded by the U. S. Office of Special Education Programs of the supply f and demand for individuals with doctoral degrees in special education. The study found a serious shortage of new doctoral graduates compared with the number of available faculty positions in the field due to relatively few doctoral programs and low numbers of enrolled students.