The aim of the University of Connecticut awarded research project is to gather best practices for creating supports for universities and public school teachers to help students of color and students from urban areas to major in music and become music teachers.

“While constructs of equity and adequacy are realities we face everyday,” Nathan Quesnel responded, “I am disappointed and puzzled by the characterization of East Hartford Public Schools and teachers made by Secretary DeVos.”

Preston Green III, a professor of educational leadership and law at the University of Connecticut, took his criticism of the burgeoning charter sector a step further, likening the industry to Enron and the subprime mortgage market.

The administration’s budget proposal includes money to expand school vouchers and charter schools, but also appears to cut some education funding. I spoke earlier with Preston Green. He’s a professor of Educational Leadership and Law and the University of Connecticut and I asked for his initial takeaways, based on what we know now.

“In one sense it makes sense to me politically that the small-government arm of the Republican party would be focused on reducing overall federal expenditures, especially in places like education that are supposed to be reserved for the state,” said Shaun Dougherty, a CTE researcher and education-policy professor at the University of Connecticut who authored the Fordham Institute report.

Elizabeth Howard, an associate professor of bilingual education at the University of Connecticut’s Neag School of Education, characterized the gains English learners made in the Portland study as “huge.”

Education policy makers understand that the world of work has changed, and that for long-term success, some college-level education is going to be required for most people to earn a living wage. Career-tech schools with strong academics show that “there are multiple pathways to it,” says Shaun Dougherty, a professor at the University of Connecticut Neag School of Education.

The West Hartford Education Association named Luis Ramirez, a social worker at Smith STEM school for the past six years, the teacher of the year during a recognition dinner.

Four-time Neag School alumnus Miguel A. Cardona ’01 MA, ’04 6th Year, ’11 Ed.D., ’12 ELP is the assistant superintendent for teaching and learning at Meriden Public Schools in Meriden, Conn. Here, he takes part in the Neag School’s “10 Questions” series.

A case study by education professor Alan Marcus found that students believed most movies watched in class to be at least somewhat trustworthy – a source of information to gather facts.