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Publications & Media

Learn more about Bellwether’s work by reading our publications, news articles, press releases, and case studies.

  • Media

    U.S. News & World Report -- We need to talk about how sexism contributes to a lack of prestige and low pay for “women’s work.”

  • Media

    The 74 Million -- Our future supermodel in chief needs to get serious about the alarming messages his words and actions have already sent to our nation’s children.

  • Media

    Education Next -- Despite obstacles, innovative new programs expand access.

  • Media

    U.S. News & World Report -- Education played a role in both Clinton's and Trump's campaigns.

  • Media

    U.S. News & World Report -- We need to identify the preparation programs that are most effective for early childhood educators.

  • Media

    U.S. News & World Report -- New federal guidelines aim to hold teacher prep programs accountable.

  • Publication
    Ashley LiBetti
    Melissa Steel King

    Every year, new teachers collectively spend about $4.8 billion on their training requirements, nearly all of which goes to teacher preparation programs. Unfortunately, it’s unclear whether that is money well-spent.

    In "A New Agenda: Research to Build a Better Teacher Preparation Program," we argue that a new approach — focused on rigorous, actionable research — is critical to driving improvement in teacher preparation. To create that body of research, the field needs:

    • systems that link completer performance data to preparation programs, make those data publicly accessible, and maintain individual privacy;
    • research methods that use those data to produce actionable strategies and effective practices to improve program design; and
    • policies that incentivize programs to evaluate the effectiveness of their model and adopt new, evidence-based practices.

    The end result should be a body of rigorous research that explores a multitude of possible improvement strategies, testing which components of program design are effective, for whom, and under what circumstances. Until those pieces are in place, the quality of teacher preparation will remain stagnant. America’s teachers and students deserve better.

  • Media

    The 74 Million -- When you apply Trump’s cynical vision to our public schools, he’s largely right.

  • Media

    Behavioral Science and Policy Association Journal -- Head Start faces real challenges if it is to remain relevant and competitive in the face of the surge in state-funded prekindergarten (pre-K) programs over the past 25 years.

  • Publication
    Juliet Squire
    Allison Crean Davis

    Tens of thousands of individuals across the United States volunteer their time, energy, and expertise as members of charter school boards. Yet as the charter sector has grown, we’ve learned remarkably little about these individuals who make key operational decisions about their schools and have legal and moral responsibilities for the education of children in their communities.

    "Charter School Boards in the Nation’s Capital" is one of the first attempts to use quantitative survey data to explore the relationship between charter boards and school quality. In partnership with the Thomas B. Fordham Institute, Bellwether authors Juliet Squire and Allison Crean Davis queried charter school board members in Washington, D.C. — a city with one of the highest percentage of public charter school students in the nation — to determine who serves on District charter boards and which board practices are associated with school quality.

  • Media

    EdSurge -- Rural schools have received little attention in national conversations around education reform—even though they serve nearly 1 in 5 students in America.

  • Publication
    Jennifer Schiess
    Carolyn Chuong

    Around the country, a growing number of schools and districts are leveraging personalized learning — an instructional model centered around student needs and customization to meet individual skill levels, learning styles, and interests. Although the approach is gaining traction, efforts to develop high-quality personalized learning models have largely been concentrated in urban schools. For most of the nearly one in five students attending rural schools in America, the schooling experience has yet to embrace these promising innovations in teaching and learning.

    This is a missed opportunity for rural areas, where schools face significant challenges — both similar to those in urban contexts and unique to rural communities. Many rural students face bleak postsecondary outcomes, and rural schools frequently confront geographic isolation, human capital shortages, and a rapidly changing economy. Personalized learning could help overcome some of these challenges by increasing student access to highly effective teachers and specialized coursework and by deepening the connections between K-12 schooling and postsecondary opportunities.

    This paper, "The Promise of Personalized Learning in Rural America,” explores the application of personalized learning in rural schools, discusses and proposes solutions to the practical and policy barriers to implementation, and shares lessons learned from early adopters, including three case studies from rural communities in different parts of the country. The paper also addresses policy challenges, particularly around testing and accountability structures that may be incompatible with personalized learning, and funding constraints that challenge the transition to a new model.