Efforts to help strengthen and improve public education are central to the Albert Shanker Institute’s mission. This work is pursued by promoting discussions, supporting publications and sponsoring research on new and workable approaches to ensuring that all public schools are good schools. As explained by Al Shanker below, these efforts are grounded in the belief that a vibrant public school system is crucial to the health and survival of the nation:
"...I believe that public education is the glue that has held this country together. Critics now say that the common school never really existed, that it’s time to abandon this ideal in favor of schools that are designed to appeal to groups based on ethnicity, race, religion, class, or common interests of various kinds. But schools like these would foster divisions in our society; they would be like setting a time bomb.
"A Martian who happened to be visiting Earth soon after the United States was founded would not have given this country much chance of surviving. He would have predicted that this new nation, whose inhabitants were of different races, who spoke different languages, and who followed different religions, wouldn’t remain one nation for long. They would end up fighting and killing each other. Then, what was left of each group would set up its own country, just as has happened many other times and in many other places. But that didn’t happen. Instead, we became a wealthy and powerful nation—the freest the world has ever known. Millions of people from around the world have risked their lives to come here, and they continue to do so today.
"Public schools played a big role in holding our nation together. They brought together children of different races, languages, religions and cultures and gave them a common language and a sense of common purpose. We have not outgrown our need for this; far from it. Today, Americans come from more different countries and speak more different languages than ever before. Whenever the problems connected with school reform seem especially tough, I think about this. I think about what public education gave me—a kid who couldn’t even speak English when I entered first grade. I think about what it has given me and can give to countless numbers of other kids like me. And I know that keeping public education together is worth whatever effort it takes."
Albert Shanker, 1997
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Citizen Power Challenge Grant Winners
Classroom projects such as learning about global cultural perspectives as a way to build compassion, planning a community garden to promote healthy eating, combating bullying, learning American Sign Language and building a health and wellness library are some of the 15 winning projects in the Citizen Power Challenge. The challenge, funded by the Aspen Institute’s Pluribus Project, is sponsored by the American Federation of Teachers, the Albert Shanker Institute and First Book. More information and list of winners.
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2016-2017 Conversations
List of the 2016-2017 Conversations. Please note that due to the election, the first Conversation will be held the third Wednesday in November. There will be no December Conversation. The Conversations will resume in January, February, March, April and May. -
Reclaiming the Promise of Public Education Conversation Series
Sponsored by the Albert Shanker Insitute and the American Federation of Teachers, this monthly conversation series is designed to engender lively and informative discussions on important educational issues. We invite speakers with diverse perspectives, including views other than those of the Albert Shanker Institute and the American Federation of Teachers. What is important is that these participants are committed to genuine engagement with each other. Watch the past conversations and register for upcoming conversations. -
The Allocation of New Students to New York City High Schools
A research project documenting the characteristics and assignment of students who enter New York City's high school choice process for the first time.
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Let’s Talk: Professional Development Modules
The highest rate of vocabulary development (and corresponding acquisition of background knowledge) occurs during the preschool years. This makes preschool a crucial time for effective, content-rich instruction. Accordingly, the Institute has developed a series of Common Core State Standards (CCSS)-aligned modules, which are designed to strengthen the ability of early childhood educators to impart rich, academic content in fun, developmentally appropriate ways. The modules cover the academic domains of oral language development, early literacy, early science, and early mathematics.
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CTE 2014: Career Training for the Knowledge Economy
This conference, sponsored by the New York Citywide CTE Advisory Council, the United Federation of Teachers, and the NYC Department of Education, with support from the CTE Technical Assistance Center of New York State, the American Federation of Teachers, the Albert Shanker Institute, and the Association for Career and Technical Education. was a special addition to the annual professional development day for New York City CTE teachers.
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The Social Side of Education Reform
The Social Side is a lens that brings insight into a critical oversight in educational reform and its policies: Teaching and learning are not solo accomplishments but social endeavors -- they are best achieved, through trusting relationships and teamwork, instead of competition and individual prowess.
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A Novel Approach To Understanding Teachers' Work & Work Context
The University of Wisconsin and the Albert Shanker Institute are jointly developing the Educator Day Reconstruction Method, which provides a new and flexible way of measuring teachers' work and the broader context where it unfolds. The Educator DRM can be adapted to meet a district's information needs and can be used to complement existing data sources. We view this customization process as something to be accomplished collaboratively, with districts and stakeholders.
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The Good Schools Seminars
This seminar series is part of an effort to build a network of union leaders, district superintendents, and researchers to work collaboratively on improving public education through a focus on teaching. It emerges from the Albert Shanker Institute’s role as sponsor of provocative discussions about education and public policy reform.
Educating for Democratic Citizenship Conference
Join the Shanker Institute, the Institute of Politics and Global Affairs at Cornell University and Share My Lesson for a virtual three-day conference on April 26, 28, and 30 on Educating for Democratic Citizenship. Participants will be eligible for professional development recertification credit.More information and Registration.
Segregation and School Funding: How Housing Discrimination Reproduces Unequal Opportunity
Watch the discussion about the historical and contemporary relationship between racial segregation and K-12 school funding based on the Institute's new report HERE.
Countering Misinformation in the Classroom: A Media Literacy Discussion with Randi Weingarten and NewsGuard
In this Q & A style session, AFT President Randi Weingarten and Steven Brill, veteran journalist and co-founder of NewsGuard, discussed the misinformation trends NewsGuard’s analysts are encountering in the field, and the tactics educators can employ in their classrooms to counter these trends. Watch the video.
Literacy: Systems Matter. An Infrastructure Approach To Reading Achievement
Watch a discussion highlighting the importance of a reading infrastructure to create the conditions for effective, science-based reading instruction here.
Breaking Barriers: A Conversation with Stan Litow and Randi Weingarten
Conversation with Stan Litow, author of Breaking Barriers, and Randi Weingarten president of the American Federation of Teachers. Watch the video.A Wolf at the Schoolhouse Door Book Discussion
A virtual conversation with Jack Schneider and Jennifer Berkshire, authors of A Wolf at the Schoolhouse Door, and discussant Andy Smarick. Watch the video..
Strike for Common Good Book Discussion
Strike for the Common Good Book Discussion with editor Rebecca Givans and Joe McCartin, Georgetown University. Monday, January 25, 2021, 5:00 pm ET. Watch the video.The Teacher Insurgency: A Conversation with Leo Casey and Randi Weingarten
Saving Our Democracy
Saving Our Democracy,” sponsored by the American Federation of Teachers and the Albert Shanker Institute with former U.S. Attorney General Eric H. Holder Jr., Steven Levitsky and Daniel Ziblatt, and Suzanne Nossel and AFT President Randi Weingarten. Watch the video.
Where Teachers Thrive: Organizing Schools for Success - Lessons for Educators in a Covid-19 World
Dr. Susan Moore Johnson discussed her new book Where Teachers Thrive and its lessons for educators in a Covid-19 world. This timely conversation is facilitated by Dr. Shimon Waronker. Watch the video
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New York State Continues to Lead the Way in Education Innovation through P-TECH Schools
New York State Senator and Chair of the New York State Senate Education Committee Shelley B. Mayer discusses her state's leadership in educational innovation and policies, particularly in the development of the Pathways in Technology Early College High School Program or P-TECH which are school to career programs that create a successful pathway from high school to college to career.
New York State has long been a leader in educational innovation and policies. In 1890, New York City’s first kindergarten was established; and, after World War II, New York State was one of the first states in the union to make high school mandatory. And while New York State continues to lead, particularly with a focus on equity for all students, regardless of zip code, we know we have more work to do.
Among our recent achievements, in 2021 and again in 2022, New York State finally fulfilled its promise of full funding under the Foundation Aid Formula. It was established almost 15 years ago based on the promise of a “sound basic education,” and as a way to depoliticize the funding of public education and base state funding for public schools on quantifiable need. And equally important, with strong leadership from the Senate Majority Leader Andrea Stewart-Cousins and Speaker Carl Heastie, NYS has now begun to greatly expand full day Pre-k for 4 year old’s to hundreds more school districts, while New York City already led the way with federal funding and then local funding for full day Pre-K for all 4 year old’s several years ago.
New York State has also led with the development of innovative school to career programs that create a successful pathway from high school to college to career. The P-TECH program, or Pathways in Technology Early College High School Program, continues to grow stronger and expand to more districts. I am proud to support this program, which provides a grade 9-14 combined high school and community college program linked directly to real career opportunities. P-TECH began in New York City over 14 years ago and now has been replicated across New York State. Former President Barack Obama featured P-TECH in his 2015 State of the Union address and came to visit the initial school in Brooklyn, New York. And as a further sign of success, New York State’s P-TECH innovative model has spread now across 13 states and 28 countries with large numbers of P-TECH schools in Texas, Maryland and Colorado and other countries, including Australia, Hong Kong, Ireland, France and Taiwan.
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The Gap Between Policy and Practice: Where Textbooks Fail Teachers
Guest author William Schmidt, university distinguished professor and founder and director of the Center for the Study of Curriculum Policy at Michigan State University and Shanker Institute Board member, discusses how mathematics education must provide all children not only the formal ideas, concepts, algorithms, and procedures that define mathematics, but also focus on opportunities to experience quantitative reasoning to solve higher-order real-world applications.
The world in which we now live has become increasingly complicated, not just in terms of artificial intelligence (AI), computers, robotics and other forms of technology, but in terms of the ways in which we acquire the knowledge we need to live, work and respond to the complicated issues that now confront the world’s population. Pandemics rage, economies plunge, and the occurrence of floods, hurricanes, tornadoes, and earthquakes increase exponentially in conjunction with climate change. Understanding these issues not only requires literacy in the sense of being able to comprehend what you read, but also requires mathematics literacy, such that a person is able to comprehend the necessary information that increasingly is numerical in nature and is often presented in graphical or tabular form.
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Reflecting on What DACA Has Meant to Me
As June marks the 10th anniversary of DACA, Guest author Karen Reyes, a special education teacher and DACA recipient, recounts her personal experience.
June 15, 2012 is a day I will always remember. It was the day that President Obama announced DACA. I can remember exactly where I was and what I was doing—because it was a day that provided some relief. I would be able to put my education degree to good use; I would be able to get a license and drive; I would be able to live without the overwhelming fear of deportation.
Two weeks ago marked the 10th anniversary of this program and I’ve been thinking a lot about it.
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Effects of COVID-19 on Students’ Academic Achievement, Behavior, and Social-Emotional Well-Being
Our guest author today is Dr. Alvin Larson, Director of Research and Evaluation at Meriden Public Schools, a mid-sized urban Connecticut school district that serves about 8,700 students in Meriden, CT. Dr. Larson holds a B.A. in Sociology, M. Ed., and M.S. in Educational Research, and a Ph.D. in Educational Psychology. The work and social-emotional instruments utilized below were made possible with the support from Meriden’s community, leadership and educational professionals.
Over the past year or two there have been many reports, and predictions, in the media of students losing “years” of academic and social development as a direct or indirect result of the COVID-19 pandemic. Many of these reports are based on first-hand views of school professionals such as understaffed school psychologists, counselors, and teachers who have witnessed large increases in concerning student behaviors and a decrease in academic skills.
I am an Educational Psychologist embedded in an urban school district, where 77 percent of students are eligible for free/reduced price meals, 75 percent are minority, 20 percent are classify for special education, and 17 percent are English Language Learners. These students are exposed to many of the typical urban issues which add to our education challenges. Thanks to the support of the Meriden community, leadership, and educational professionals, I have been able to reliably measure student academic, behavioral and social-emotional development over the past ten years. In this essay, to estimate the effects of the COVID-19 pandemic on students’ well-being; I am reporting cross-sectional data from three academic years 2019-20 (pre-COVID), as well as 2020-21 and 2021-22 (during/post COVID). While I will share aggregate changes in students’ academic measures as well as data on students’ suspension and teacher level data on perceptions of students’ behaviors across the pre-post COVID years, my primary focus is on students’ social-emotional well-being and how it has changed over the past few years.
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The Ongoing Journey to Equitable Practices
Guest authors Allie Tompkins, Marie Collins, Bryan Mascio, and Beth Fournaf share efforts to balance the need to address concerns about equity and social justice in their schools and the need to engage in difficult conversations with colleagues, students, families, and the broader community.
Introduction
While education has been the site of many contentious battles throughout history, the last year has been rife with conflict around public school curriculum, including how issues of race, gender, and sexuality are discussed, or in some cases, silenced. These and other topics often referred to broadly as "divisive concepts" have been particularly polarizing among politicians and parents, and within school walls (The New York Times, November, 2021). As a result, educational leaders are in a challenging position: balancing the urgent need to address concerns about equity and social justice in their schools and the need to be prepared to engage in difficult conversations with colleagues, students, families, and the broader community.In this article, the authors share our efforts to balance these concerns in our work with early career educators teaching in K-12 public schools. We share our experiences with these individuals in a rural teacher preparation program in the northeastern United States. The program focuses on building teacher capacity in high-need rural schools by preparing new teachers over the course of a 15-month graduate program, which included a full-year teaching residency alongside an experienced mentor.
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A Special Message from the Shanker Institute
We go into Memorial Day—a day reserved for honoring those who died for our democracy while serving our country in the U.S. military—after a month of heart-breaking news and experiences.
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Let’s Celebrate Teacher Appreciation Week by Acknowledging and Repairing A VERY Broken System
Each May, as the school year winds down, districts across the country will soon celebrate Teacher Appreciation Week. In previous years, receiving doughnuts, gift cards, and T-shirts was a nice way to end the school year. One could even laugh at the less than stellar tokens of appreciation, like the mini box of raisins with a sticker that exclaimed “thank you for ‘raisin’ student achievement.” But, amid COVID-19 and a host of new challenges that are facing educators, this year’s Teacher Appreciation Week may function as a going away party for many teachers who will soon leave the profession.
That unfortunate reality of rising teacher burnout has serious consequences across the education system and requires greater attention to reverse this alarming trend. To put a number on this problem, a recent report found that 55% of teachers will leave the profession sooner than they had planned, and a staggering 90% are suffering from burnout (Kamenetz, 2022). I am one of these statistics. After years of suffering from burnout, I finally hit my breaking point — a persistent eye twitch induced by stress — and left the profession. After walking out of my classroom, I raced straight ahead to do as much research as possible on teacher burnout because I love the profession, and I know we must improve it for educators.
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It Takes a Community to Raise a Reader
The relationship between family engagement and literacy development is often a one-sided story. Researchers regularly inform us that familial involvement in a child’s reading is vital to emergent literacy. However, we seldom hear about the differences and complexities in resources, time, language, and strategies that influence family engagement. We know that being involved in reading activities at home has a positive impact on reading achievement, language comprehension, expressive language skills, interest in reading, and attitudes towards reading for children throughout their educational careers (Clark, 2007). Yet, many families would benefit from knowing more about how to support their child’s literacy development. Thus, it is important for schools and families to build partnerships that strengthen at-home literacy. To this end, schools must actively reach out to families and equip them with the necessary tools to support their children’s literacy development.
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Massachusetts: A Systems Approach To Improving Reading
Guest author Heather Peske, the Massachusetts Department of Elementary and Secondary Education Senior Associate Commissioner for Instructional Support and the incoming President of the National Council on Teacher Quality (NCTQ), discusses Massachusetts’ new systems approach to improving reading outcomes for students across the state.
In Massachusetts today, despite our status as the highest performing state on the National Assessment of Educational Progress, only about half (45%) of our fourth grade students demonstrated proficiency on the 2019 NAEP reading assessment. Disparities persist in achievement among racial groups, with only about a quarter of Black (24%) and Latino (25%) fourth graders reaching proficient levels on NAEP Reading, compared to 54% of white fourth graders. These gaps represent opportunity gaps where we as a system have failed to provide students with access to the instruction and support they need to learn to read. And the data could lead to excruciating consequences, both for our students and for us as a democratic society that depends on engaged and informed citizens to thrive.
The Massachusetts Department of Elementary and Secondary Education (DESE) has embarked on a systems approach to change reading instruction across our state and to change outcomes for students. It is our responsibility and privilege to serve more than 900,000 students and to partner with 75,000 educators and 70 educator preparation programs to impact reading instruction from Boston to the Berkshires, and every city and town in between.[1] Individuals cannot do this alone. We must approach this as a system to create the conditions within districts, schools and higher education so students successfully learn to read.
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iCivics, A Trusted Resource For Teachers
Our guest author today is Amanda Setters, who taught middle and high school social studies courses, including U.S. History, World History, AP U.S. History, IB History and Government, in Cincinnati, Ohio for over 20 years. Amanda loved iCivics so much during her teaching career that she recently joined the team as a Curriculum Associate in 2022 to support the creation of new resources and curricular materials for teachers and students nationwide.
When the COVID-19 pandemic upended so much of what was taken for granted in people's lives, not even our children's education was spared. But, for the love of their students, teachers did what they do best—found a way through. That way was to pivot, pivot, and pivot again.
The move from in-person to hybrid to remote (and even quarantine) learning has put teachers and students in a constant state of flux. Administrators, families, and teachers have worked incredibly hard over the past two years to make difficult decisions for the well-being of students and the larger school community. The lingering needs of students now need to be addressed.
As a teacher, I definitely felt that pressure. We had to keep both feet on the gas to maintain pacing and make up for lost instructional time. But we also faced classrooms full of students who needed assistance with school routines, skill development, and social-emotional needs unlike anything we’d dealt with before.
Amidst the chaos, I relied heavily on iCivics resources to relieve the pressure I was experiencing. The high-quality and low-prep materials from iCivics lightened the demands of lesson planning and creation, and helped me teach my high school World History and AP U.S. History classes. It was also extremely valuable as the need to provide literacy instruction to help fill instructional gaps in reading and writing skills (which has been huge in the last few school years). I’d particularly recommend iCivics for teachers who may be struggling with the following areas, like I was.
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How Relationships Matter In Educational Improvement
This short presentation explains some shortcomings of mainstream education reform and offers an alternative framework to advance educational progress.
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The Emergence of the "Precariat": What Does the Loss of Stable, Well-Compensated Employment Mean for Education?
The emergence of the global knowledge economy has revolutionized the nature of work in America – for the worse. Unionized, well-paying private sector jobs that were once a ladder to the middle class have been decimated. -
The Early Language Gap is About More Than Words
The vocabulary gap between rich and poor children develops very early and it is about more than just words. In fact, words are the tip of the iceberg. So what lies underneath? Find out by watching this three-minute video.
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The Next Generation of Differentiated Compensation: What Next?
This panel will examine the terrain of teacher compensation from a number of different perspectives, offering their recommendations on what a good compensation
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How Do We Get Experienced, Accomplished Teachers into High-Need Schools?
If a master designer had created American education as we know it, he would have to be a Robin Hood in reverse, taking from the poor and giving to the rich. American students with all of the advantages of wealth are disproportionately taught by the best prepared, most experienced and most accomplished teachers, while students living in poverty with the greatest educational needs are disproportionately taught by novice teachers who were poorly prepared and who receive inadequate support. -
A New Social Compact for American Education: Fixing Our Broken Accountability System
Twelve years after the passage of No Child Left Behind and five years into Race to the Top, America finds itself in a ‘test and punish’ system of school accountability that poorly serves the nation and its students.
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Disrupting the Pipeline
The United States accounts for 5 percent of the world’s population, but 25 percent of the world’s prisoners; it is no exaggeration to call our national approach to criminal justice “mass incarceration.” And our prison cells are disproportionately filled with poor men of color, especially African-American men. Mass incarceration is one of the paramount civil rights and economic justice issues of our day.
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Early Childhood Education: The Word Gap & The Common Core
Given states’ difficulties in implementing the Common Core State Standards (CCSS) thoughtfully, many early childhood educators have begun to worry about what the NAEYC refers to as “a downward pressure of increased academic focus and more narrowed instructional approaches.” But, as the NAEYC’s statement on the CCSS also observed, that “threat also provides an opportunity” for early education to exert more positive, “upward pressure” on the K–12 system. -
Quality Assessments for Educational Excellence
The conversation focused on federal and state policy on student assessment, with an eye to identifying policies that would promote best assessment practices. -
Civic Purposes of Public Education and the Common Core
One of the primary purposes of public education is to foster an engaged and well-educated citizenry: For a democracy to function, the "people" who rule must be prepared to take on the duties and the rights of citizens.