The proposed regulations disregard evidence about what would help turn around teacher-prep programs, says A. Lin Goodwin.
February 2015 Archives
Let's hold teacher-prep programs accountable for developing effective educators, Jennifer Green says.
To find out which programs need improvement, the government should collect specific data points on how graduates are doing in K-12 classrooms, write Elizabeth Arons and Danielle Pickens.
The proposed regulations rely on unreliable methods and ignore the need for institutional partnerships, Kevin Kumashiro argues.