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Download full textJerald, Craig D.; Haycock, Kati; Wilkins, Amy – Education Trust, 2009
If state leaders invest resources and energy wisely, they don't have to choose between excellence and equity. They can improve overall teacher quality and remedy the shameful inequities in access to the single most valuable resource in education--effective teachers. This paper outlines ten steps state policymakers and school district leaders can…
Descriptors: Teacher Effectiveness, Elementary Secondary Education, Minority Group Children, Educational Quality
Peske, Heather G.; Haycock, Kati – Education Trust, 2006
In July 2006, for the first time, leaders in every state had to deliver to the Secretary of Education their plans for ensuring that low-income and minority students in their states are not taught disproportionately by inexperienced, out-of-field, or uncertified teachers. For many, this process was the first step in helping the citizens of their…
Descriptors: Federal Legislation, Economically Disadvantaged, Minority Groups, Teacher Effectiveness
Haycock, Kati; Jerald, Craig – Principal, 2002
Describes successful school and state efforts to close the achievement gap in low-income, high-minority schools. Suggests four principal-initiated actions to replicate these efforts: Take responsibility for closing achievement gap; use standards to reshape curriculum and instruction; find ways to provide extra instruction for student who need it;…
Descriptors: Academic Achievement, Administrator Responsibility, Elementary School Students, Low Income
Haycock, Kati; Duany, Luis – Principal, 1991
If we are to close the gaps in achievement among Latino students, we must commit our most able teachers and administrators and prepare them for success. In addition, we need to add Hispanic cultural studies and place value on fluency in Spanish as well as English. Lists nine tips principals can use to involve Latino parents. (MLF)
Descriptors: Academic Achievement, Administrator Role, Educational Improvement, Educational Trends
Peer reviewed
Direct linkHaycock, Kati – Brookings Papers on Education Policy, 2004
As policymakers and education leaders around the country make plans to meet the ambitious goals in the federal No Child Left Behind Act, they would be well advised to take a close look at the distribution of teacher talent. In fact, the act requires exactly that. State and local education leaders must now publicly report data on the number of poor…
Descriptors: Teacher Characteristics, Federal Legislation, Teacher Qualifications, Economically Disadvantaged
Haycock, Kati – Thinking K-16, 1998
This issue focuses on what recent research from Tennessee, Texas, Massachusetts, and Alabama says about the most significant factor that impacts student achievement: the teacher. After presenting teacher effectiveness data from the four states, it discusses what makes an effective teacher, focusing on the need for strong verbal and math skills,…
Descriptors: Academic Achievement, Academic Standards, Accountability, Elementary Secondary Education
