The report, “Driving Diversity: How Teacher Prep Can Accelerate Progress,” finds that teacher preparation pathways play a decisive role in shaping who enters the classroom, since most new instructional staff earn licensure through them.

Teacher preparation programs include traditional college-based training, as well as alternative certification routes that operate outside higher education. Because districts typically hire from nearby or in-state providers, the racial makeup of those graduates strongly influences local hiring pools.

���A high-quality teacher workforce is well-prepared, effective and racially diverse,��� the report states.

Diversity is improving, but turnover limits gains

National data show some progress. Over the five school years ending in 2022���23, teacher prep graduates and newly hired educators were more racially diverse than the existing teacher workforce. That cohort of educators was about five percentage points more diverse than returning teachers.

Those gains have not��translated into��substantial��change. Over the same period, the share of educators from historically disadvantaged racial groups increased by just 1.7%, largely due to higher attrition.

Teachers of color leave the profession at higher rates���19% annually compared with 15% for white teachers���making it harder for districts to sustain diversity.

The report also highlights wide variation among preparation programs and how they contribute to workforce diversity across states.

���More than four in 10 preparation programs are graduating cohorts that are less diverse than their state���s current teacher workforce,��� the report concludes. This results in smaller and less representative applicant pools for districts.

What strong prep programs cover

According to the report, programs more likely to support diversity while maintaining quality tend to:

• Recruit candidates broadly and intentionally
• Reduce financial barriers such as tuition and licensure costs
• Provide strong clinical practice, including student teaching
• Support candidates through program completion
• Maintain high standards while offering flexible program structures

These features influence both who enters the classroom and how prepared new teachers feel.

Teacher pathways bring opportunity���and risk

Alternative certification programs play a significant role in some states and districts and often graduate more diverse groups. However, educators who enter through these pathways are more likely to leave the profession, often because they feel underprepared. The report stresses that all preparation routes should meet the same quality standards.

Research cited in the report shows that students benefit from a more diverse educator workforce. Teachers of color ���bring benefits to all of their students, including better test scores, lower absence rates, and stronger social-emotional competence,��� the report says, underscoring why the makeup of preparation programs matters for districts.

What this means for district leaders

For district leaders, the report reinforces a clear takeaway: teacher diversity is shaped long before hiring decisions are made. Without alignment across preparation, hiring and working conditions, gains in teacher diversity are likely to remain limited.

While districts may have limited influence over who enters preparation programs, partnerships with local providers, early hiring timelines and strong induction systems can help sustain gains.

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According to more than 250 district leaders and educators by EdReports and The Decision Lab, most leaders cite high confidence in selecting high-quality instructional materials. However, additional support in the early stages of the process, including defining needs and outlining the adoption steps, may be critical for preventing future problems.

For example, nearly half of the respondents reported difficulties achieving stakeholder buy-in in the later phases of curriculum adoption. Another 48% said they struggle with implementation.

“In striving to balance competing priorities and limited time, many districts find themselves rushing through adoption, sometimes skipping critical steps such as full stakeholder engagement or educator training,” the report said.

These mishaps often lead to fragmented decision-making and, in many cases, adoption of materials that don’t align with academic standards.

Address regulatory requirements and infrastructure early

State mandates and policy requirements make curriculum implementation increasingly complex. According to the report, about 40 states have passed science of reading laws, and state influence over curriculum decisions is growing under the Trump administration.

Districts must build capacity to navigate this evolving environment by:

• Conducting regulatory mapping to understand state, federal and local requirements before beginning material review
• Assessing technology infrastructure compatibility early on
• Building internal expertise or partnerships to interpret changing compliance requirements
• Aligning adoption timelines with regulatory deadlines and state adoption cycles
• Documenting compliance strategies to streamline future adoption

Design comprehensive adoption processes that plan for implementation from day one

While 72% of districts surveyed reported confidence in their selection abilities, only 60% pilot materials before adoption. Districts need more comprehensive planning to connect early decision-making to classroom success. Strategies include:

• Providing a clear instructional vision and ensuring you understand local needs
• Creating detailed adoption roadmaps that extend beyond selection to multi-year implementation support
• Establishing clear metrics and monitoring systems before materials are purchased
• Allocating adequate time for each phase, avoiding rushed decisions
• Integrating piloting and evaluation into the timeline
• Planning professional learning and coaching support as part of the initial adoption decision

Centering educator voice while building broad stakeholder consensus

Achieving stakeholder buy-in remains a challenge for leaders. The researchers suggest that districts may be underestimating the complexity of change management while trying to handle it internally.

Leaders can address this by including teachers in the early phases of implementation, providing structured feedback, engaging diverse stakeholders (students, families and community members), using facilitated processes to work through disagreements and investing in communication strategies.

Leverage external expertise in a resource-constrained environment

Although districts face increased budget pressures and other resource constraints, they can benefit from specialized expertise to maximize their return on investment when implementing a new curriculum.

The researchers recommend:

• Considering external support for process design and project management to free internal capacity for strategic decisions
• Leveraging independent curriculum reviews to streamline evaluation work rather than conducting comprehensive reviews in-house
• Investing selectively in implementation support. Curriculum-based professional learning and coaching from external providers can accelerate teacher readiness
• Prioritizing partnerships that build internal capacity rather than create dependency

Read the full report .

More from 91心頭: Superintendent turnover reaches record high in 2025

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At least 74% of school districts nationwide offer civics instruction, particularly in history or social studies classes, according to a from the American School District Panel, a research partnership between the RAND Corporation and the Center on Reinventing Public Education.

However, instruction wanes in earlier grades, with just 36% of districts offering it in elementary school. And in most cases, civics is not taught as a standalone course.

According to district leaders surveyed in the report, civics knowledge and experiences are most important to include in civics learning. In fact, leaders rank these five topics as the most important to include in civics instruction:

• American political system, democracy, constitutional democracy: 58%
• Citizenship, including democratic citizenship: 42%
• Critical thinking: 40%
• Engaging with people who disagree/civil discourse: 27%
• Civic engagement/civic life: 27%

“It’s no longer about who can shout the loudest, but whether students can truly understand the other side and make thoughtful choices,” one leader said in the report.

In terms of instruction itself, district leaders describe teachers “tiptoeing” around discussions of controversial topics out of fear of political pushback. Teachers fear feeling vulnerable to things like complaints from parents, negative media coverage and threats to their jobs.

As a result, leaders report advising teachers to avoid controversial topics and adhere to state standards. One administrator in particular explained that while their district doesn’t want to “shy away from hard history,” recent legislation requires more careful review of materials.

“I would say that we have tended to be very cautious about anything related to gender identity recently because that specifically has been called out in our [state’s] Parent Bill of Rights as being one of those that parents are very much not in favor of being discussed at school,” the administrator said.

Other leaders explained that the current political climate has also broadened what counts as a “controversial” civics topic, and that even voter registration has come under scrutiny. As one administrator reported, their district took “a lot of flak and a lot of heat” for offering instruction on how to register to vote and providing transportation to polling places, with some community members accusing the district of “indoctrinating children” and “stuffing the ballot box.”

More from 91心頭: The latest look at troubling teacher shortages in 2025

Advice for promoting civics education

As teachers may be shying away from promoting key civics skills in fear of political pushback, there are several opportunities for district leaders to ensure teachers can comfortably provide such instruction.

The researchers suggest that time constraints are another common barrier to instruction. 91心頭istrators may want to explore opportunities to integrate civic content into English language arts instruction and assessments, “reinforcing both literacy and critical thinking while expanding access to civic learning,” the report reads.

Civic learning also presents unique opportunities for innovation. At a time when polarization and testing pressures limit teachers’ discretion in other areas, civic instruction can serve as a catalyst for reimagining what student-centered, community-connected learning looks like.

Finally, local foundations, community groups and other advocates can help to protect teachers and teach civics skills. For instance, civic-minded organizations could step in to show students how to discuss controversial topics. Coalitions of local groups could also model how to maintain civic relationships among people who disagree about key issues.

“These partnerships may not completely alleviate political pushback at the district level but should lessen the burden on individual teachers,” the report concludes.

The post Explaining the fear and pushback surrounding civics education appeared first on District 91心頭istration.

Denver high school students can now earn an associate degree from an accredited technical college when they participate in a registered apprenticeship program and complete transferable general education courses.

Denver Public Schools proclaimed itself as ���the first pK-12 public education system in Colorado���and one if not the very first in the entire United States���to be able to issue higher education degrees.”

While dual-enrolled high school students can earn an associate degree from a neighboring community college, Denver’s school system is one of the first to offer the degree directly from the district.

���By removing barriers between high school, college, and career, we���re reimagining what it means to truly prepare students for the future,” said Denver’s superintendent Alex Marrero.

More from 91心頭: Why high school graduates now need perspective on higher ed to enroll

In Arizona, high school students who begin dual-enrollment classes at Yavapai College during their junior year can earn a bachelor’s degree just one year after graduating high school.

The rural community college’s new, three-year bachelor of science degree in business is tailored toward students limited by locale, finances and family and work obligations. The sub-$10,000 degree does not come with any textbook costs or additional hidden fees.

While 25 states authorize community colleges to offer baccalaureate degrees, Yavapai is among the first to run a three-year program.

“The workforce is super excited about getting a hold of our students earlier,” Yavapai College President Lisa Rhine says. “They need employees like never before, and it’s��going to impact the economic vitality of our region in a way that is really important for us.”

Alongside efforts to propel young adults into the workforce, four-year institutions how they can quickly re-skill mid-career adults impacted by AI and other emerging technologies.

Industry certificates, once a staple of community colleges, are now being adopted by some of the nation’s preeminent research universities, including Georgia Tech’s and the University of Tennessee Knoxville’s .

The National Student Clearinghouse Research Center identified a in student enrollment in undergraduate certificates from fall 2022 to fall 2024.

Why workforce relevance is skyrocketing for higher ed

The “Silver Tsunami” or “Graying Workforce” are terms used to describe the wave of late Baby Boomers and early Gen X adults aging toward retirement in the mid-2020s. More than 4.1 million Americans will turn 65 over the next two years,��according to the , a nonprofit focused on protected retirement.

Job opportunities are rising along with retirement rates. Of the 15.2 million jobs predicted to be created through 2031, 85% will require some postsecondary credential, Georgetown University’s Center on Education and the Workforce.

“Employers have a double whammy going on and they’re having trouble getting entry-level employees,” Rhine says.

Higher education faces from the Trump administration to prove that colleges and universities are providing students with a commensurate ROI by rewarding workforce-relevant credentials.

How your institution can remain competitive

With education sectors beginning to offer more than the traditional credentials they’re known for, institutions must align their offerings with their distinct mission and distinguish themselves through marketing, says Joe Sallustio, vice president of industry engagement at Ellucian.

���Four-year institutions truly believe in the purity of the four-year learning experience, particularly for your student still finding themselves at 18 years old,” he says. “Some community colleges may be more interested in the adult learner who wants to get in, get out and start working faster.”

The post Students can now earn a credential from more schools appeared first on District 91心頭istration.

That’s according to a issued last week by Code.org and CSforALL signed by hundreds of high-profile COEs, including Khan Academy’s Sal Khan, Dell’s Michael Dell, Microsoft’s Satya Nadella and many more.

The letter suggests that encouraging such education could unlock $660 billion in “economic potential” and address the skills gap in the U.S.

“Just one high school computer science course boosts wages by 8% for all students, regardless of career path or whether they attend college,” the letter reads.

This claim is supported by a from researchers at the Annenberg Institute at Brown University, which found that high schools offering high-quality computer science courses increase students’ likelihood of being employed by 2.6% and annual earnings by nearly 8%.

However, computer science has yet to become a core part of the country’s education system, according to . Twenty-nine states have adopted policies that give all high school students access to computer science courses. Additionally, 13 of those states offer such education in grades K through 12.

Most importantly, only 12 states require students to learn the fundamentals of computer science.

“This is not just an educational issue; it’s about closing skills and income gaps that have persisted for generations,” the letter reads.

The CEOs argue that in the age of artificial intelligence, students must understand the basics to succeed in a technology-driven world. While progress has been made in this area, these leaders say it’s not enough.

“We can’t stop here,” the letter closes. “We must make computer science and AI a required part of every high school’s curriculum.”

Read the full letter .

More from 91心頭: New statewide cellphone bans ahead for next school year

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Date & Time: Tuesday, May 27th��at 2 p.m. ET

Join us for an insightful session exploring the essential elements of providing high-quality mathematics instruction that prepares students for the challenges and opportunities of tomorrow.

In this dynamic 30-minute Ed Talk, learn about the evolving landscape of math education from leading mathematics expert Ki Karou and Kern County���s Chief Curriculum and Instruction Officer Cole Sampson, Ed.D. Discover practical strategies and innovative approaches to cultivate deeper conceptual understanding, foster mathematical thinking, and ignite a passion for learning in your K-8 classrooms.

Key takeaways:

• Understanding the Shifts:��Key trends and research shaping the future of math education and their implications for instructional practices
• Leveraging Innovation:��How technology and engaging platforms can be strategically integrated to enhance learning and address diverse student needs
• Cultivating Mathematical Thinking:��Practical techniques to move beyond procedures and empower students to become problem-solvers and critical thinkers
• Building a Foundation for the Future:��Actionable strategies for developing a coherent and rigorous math curriculum that builds essential skills for future success in STEM fields and beyond.
• Expert Insights:��Benefit from the combined expertise of Ki Karou and Cole Sampson, who will share their experiences and practical recommendations for identifying impactful and high-quality math instruction

This webinar is ideal for:��

• District 91心頭istrators
• Chief Academic Officers
• Directors of Curriculum
• Math Coaches
• Anyone passionate about the future of mathematics education

Don’t miss this opportunity to gain valuable insights and practical strategies to build high-quality math instruction that empowers your students for a bright future!

***Attendees will be able to safely download the guide “It Doesn���t Add Up: Why You Need a Better Math Curriculum” to help education leaders understand why prioritizing math education is critical and show how to choose a curriculum that drives real outcomes in math.

Speakers

Cole Sampson, Ed.D, Chief Curriculum and Instruction Officer, Kern County Superintendent of Schools (CA)

Ki Karou, Senior Director of Product Content, MIND Education

Sponsored by

The post The Future of Teaching Math: What Makes High-Quality Instruction for the Classrooms of Tomorrow appeared first on District 91心頭istration.

Date & Time: Tuesday, April 29th at 2 p.m. ET

Join Paul Sweat, Superintendent of Wasatch County School District���one of only 32 Model PLC districts in the U.S. and Canada���for a powerful conversation on how visionary leadership, data-driven decision-making, and a culture of trust can transform student outcomes.

Moderated by Mark Edwards, 2013 National Superintendent of the Year, this session will explore how Paul���s district increased student proficiency from 50-60% to over 90% in just a few years.

Walk away with practical strategies to apply in your district, including how to:

• Lead with Vision and Trust:��Build a culture where collaboration, trust, and love fuel continuous improvement.
• Empower Teachers with Data: Learn how Otus helps Wasatch educators track progress and adjust instruction in real-time.
• Unlock Potential through PLCs:��Learn how PLCs and a flexible approach to technology help students and teachers thrive.

Have a question for Paul? Submit it when registering and we���ll do our best to address it during the conversation.

***All attendees will receive a free eBook, “The Complete Guide to Professional Learning Communities,” packed with insights and strategies to build a data-driven, student-focused school culture.

Speakers

Mark Edwards
Former Superintendent of the Year at Mooresville Graded School District (2013)
Former Superintendent of the Year at Henrico County Public Schools (2001)

Paul Sweat
Superintendent, Wasatch County School District (Utah)

Sponsored by

The post Leading with Vision: How PLCs Drive High Achievement in a Top-Performing Utah School District appeared first on District 91心頭istration.

Date & Time: Tuesday, March 25th��at 2 p.m.

Dual enrollment is growing rapidly as districts and colleges look for ways to improve student outcomes, increase college attainment, and provide affordable pathways to higher education.

In fact, students in dual-enrollment programs are more likely to enroll in college and finish their degrees compared to their peers, according to a 2024 report by the Community College Research Center. However, accessibility challenges remain, including credentialed teacher shortages, administrative hurdles, and alignment with career pathways.

In this 30-minute Ed Talk, a panel of experts, including a former high school administrator and dean of enrollment at a college, will tackle how K-12 leaders can overcome these challenges. They will explore market insights and industry trends, provide academic perspectives on student success, and share real-world implications and best practices.

Key Takeaways:��

• The latest trends and data in dual enrollment
• Key challenges schools face in scaling access
• Innovative solutions that make dual enrollment more accessible and effective
• How virtual, asynchronous courses can help expand opportunity while maintaining instructional quality

Speakers

Laura Weiss
Sr Director, Commercial Strategy & Growth, Pearson

Christine Roberts, EdD
Former high school administrator, Community High School District 117
Former dean of enrollment, George Williams College of Aurora University

Jay Richardson
Student Success Coach, Pearson

Sponsored by

The post Expanding Access to Dual Enrollment: Trends, Challenges, and Opportunities appeared first on District 91心頭istration.

Date & Time: Thursday, March 27th��at 2 p.m.

Schools are under increasing pressure to get their students back to reading on benchmark, and the downtrend of national average reading scores on the National Assessment of Educational Progress (NAEP) test show the issue extends to districts all across the nation. New research says the right high-quality intervention can make all the difference. But how can you tell if an intervention is truly high-quality?

In this webinar, Little Rock School District���s Assistant Superintendent will explore the high-impact intervention strategies that resulted in 75% of students in grades 1-5 receiving one intervention, closing all kindergarten-level skills gaps last school year, with growth levels continuing into 2025. ��In two months, these interventions have also reduced the percentage of students stuck on beginning of year first-grade skills by 50%.

Key Takeaways:��

• Research Insights:��Studies on evaluating the effectiveness of reading interventions
• Proven Approaches:��Strategies to accelerate growth in foundational reading skills
• Implementation Excellence:��Best practices for integrating structured literacy interventions in your district

District leaders who attend this presentation will come away with actionable tips to help them choose the right interventions to accelerate reading growth and close achievement gaps in their district.

***Attendees will be able to safely download the ���Step-by-Step Guide to Building a District Literacy Ecosystem,��� which includes free resources and a timeline to help guide district leaders through the implementation process. ����

Speakers

Dr. Amy B. Cooper, Assistant Superintendent, Network 3, Little Rock School District (AR)

Jessica Reid Sliwerski, CEO and Co-Founder, Ignite Reading

Sponsored by

The post Reading on Benchmark: Proven Strategies to Close the Reading Gap appeared first on District 91心頭istration.

Date & Time: Wednesday, March 19th��at 2 p.m.

Strong writing skills are critical for success in school and beyond. From the workplace to college classrooms, the ability to express one���s thoughts and ideas in a coherent fashion is expected. Writing is the output of understanding. Given time and curriculum constraints, though, how can district leaders help educators carve out space for daily writing to build student fluency and confidence so future graduates can successfully pursue a post-secondary degree and career?

In this 30-minute Ed Talk, join a seasoned K-12 educator and leader for an insightful discussion on how to create meaningful opportunities for students to showcase their learning through writing.

This session will explore the power of writing in both surface-level and deep learning, highlighting when and how to integrate writing activities effectively during class time. With actionable strategies and practical examples, you���ll learn how to empower your educators to engage students in reflective and active learning through writing in a way that will ensure college and workforce readiness.

Key Takeaways:

• Identify key moments in a lesson when writing can enhance learning.
• Explore examples of both surface-level and deep writing tasks.
• Learn how to use student writing data to tailor interventions and extension activities.
• Gain strategies for creating a classroom environment that prioritizes student reflection and expression.
• Understand how writing supports student engagement and comprehension across subjects.

***All attendees will be able to safely download supporting resources to put these ideas, including ���writing to learn,��� into action.

Speaker

Dr. Paige Whitlock, Ed.D, Literacy Director, NoRedInk

Sponsored by

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