Richard Ingersoll’s research on teacher diversity indicates that the increase in the number of Black teachers over the past three decades is a smaller increase than any other group of teachers except for Native American teachers, and that Black teachers are not evenly distributed across jobs.
Laura Perna cautions that the information on net price calculators can be misleading, outdated, incomplete, and difficult to compare across institutions; Perna suggests that institutions should be using the federal definition of net price.
Rand Quinn comments on the long-term effects of state takeover of school districts, nothing the challenges of a return to local control.
Richard Ingersoll speaks about the teacher pipeline and the need for greater focus on improving teacher retention in K-12 schools.
Laura Perna is quoted on what state policymakers should consider when establishing or expanding college promise programs.
Jonathan Zimmerman is quoted on how deeply rooted ties between schools and society may impact the interplay of broader political divisions and internal school environments.
Laura Perna is quoted on how the distribution of Pell Grant recipients among U.S. higher education institutions indicates the systemic advantages of wealth in college access.
Manuel González Canché testifies on disparities in access to funding and resources between the Community College of Philadelphia and local four-year institutions.
Ebony Elizabeth Thomas speaks to the EdSurge On Air podcast about shifts in the depiction of diverse characters in children's literature throughout the twentieth century and the progress that still needs to be made.
Marybeth Gasman is quoted on rising interest in historically black colleges and universities and women's colleges in recent years.
Richard Ingersoll is cited on contradictory trends in the gender composition of the U.S. teaching force.
Caroline Ebby says a problem with math instruction in the U.S. is its focus on following rules, rather than ensuring that students understand how calculations work to solve problems.
Betsy Rymes comments on how online debates over a Duke professor's discriminatory email disrupted a racist feedback loop that has served to reinforce U.S. monolingualism.
Laura Perna discusses how messaging about the cost of college and access to financial aid can influence low-income students' decisions to fill out a FAFSA or apply to college.
Richard Ingersoll comments on teacher strikes and walkouts across the U.S., noting the challenges of meeting demands for increased teacher salaries.