This from Teacher Beat:
A set of draft federal regulations under discussion this week proposes requiring states to classify their teacher-preparation programs into four categories, from low- to high-performing, based in part on outcomes indicators such as surveys of graduates, school districts, and student-achievement results.
The draft would also restrict states to permitting only those programs scoring at the highest level to offer federal TEACH grants, which subsidize training for candidates who agree to serve in high-needs fields.
Though still preliminary, the draft gives the clearest sense to date of how the U.S. Department of Education envisions refashioning the reporting and accountability requirements for teacher education housed in the Higher Education Act—one of the pieces of a comprehensive policy proposal for teacher education unveiled last fall.
The draft is a product of the negotiated-rulemaking process. Under this process, negotiators selected by the Education Department can alter the draft, but by the end of the rulemaking process—which continues through March—they must all agree on its format. If they don't, the department can issue its own rules. (See prior EdWeek coverage of this rulemaking here, here, and here.) ...
" The same trends that are corrupting K-12 education
in this country, and the teaching profession,
are rapidly advancing into Higher education."
-- Diane Ravitch
Diane Ravitch Addresses NAICU 2012 Annual Meeting from NAICU on Vimeo.
"In that state of the union address [President Obama]
threatened to reduce the federal aide to colleges and universities
unless they reduced their tuition.
That's not the job of the president of the United States.
It perhaps could be the job of Congress, but that's not going to happen."
--Rep Hal Rogers
At the same conference, Hall Rogers (introduced by Paul Patton) addresses NAICU:
Rep. Hal Rogers Addresses NAICU 2012 Annual Meeting from NAICU on Vimeo.