Building Human Capital Management Systems to Support the Next Education Workforce in Mesa Public Schools
Amount: $8,206,449
Sponsor: U.S. Department of Education
Principal investigator: Brent Maddin, Executive Director, Next Education Workforce Initiative
In many states, it’s easier to become a teacher than a licensed driver. That needs to change, says Sarah Beal, executive director of US PREP National Center, the University School Partnerships for the Renewal of Educator Preparation.
For the first time, U.S. News & World Report is ranking the nation’s elementary and middle schools to go along with its annual ranking of high schools and colleges. But unlike the high school and college rankings, which are national, the new K–8 rankings are categorized at the state, district, charter and magnet levels. This means these rankings are based, almost entirely, on standardized tests.
Young people in Sri Lanka are confronted with a dual challenge: 20 percent of them are unemployed, and 300,000 students leave secondary school each year without a degree or the ability to enter a university. Sri Lankan youth would benefit from more and better technical and vocational education and training and better English language skills, but meeting that need is beyond the current capacity of the Ministry for Skills Development and Vocational Training.
How do we improve effectiveness of ASU’s STEM courses using evidence-based instructional methods and materials?
Unlike roles in nearly every other profession, the job of teacher is undifferentiated — their first day in the classroom looks remarkably similar to day 5,000. Throughout those days, teachers are expected to be experts in too many areas. This makes the job untenable, and many talented individuals choose to leave the profession. This high rate of attrition means the U.S. education system does not reliably deliver quality learning outcomes nor the experiences needed to prepare young people for a future of constant change and challenge.