A Kaplan Test Prep survey finds that 76 percent of future college students are more interested in topics regarding politics, human rights, and activism than they were two years ago. Such data is no surprise given the current heightened political atmosphere, said University of Connecticut professor in human rights Glenn Mitoma.

On March 20, 2018, U.S. News released their rankings for best public graduate schools of education for 2019, placing UConn’s Neag School at number 17. This ranking is not exactly unexpected, as Neag has consistently placed within the top 20 schools for the past three years.

In addition, according to a study by Joshua Hyman, an assistant professor at the University of Connecticut, the test also uncovered low-income students who might have otherwise not applied to college: about 480 for every 1,000 who had taken the test before 2007 and had scored well.

The players, the years and the victories have rolled by, and on Tuesday the present-day Huskies presented Jim Penders with his 500th as UConn’s coach, a 4-0 victory at Boston College behind the pitching of Jeff Kersten.

The Neag School of Education, the UConn Department of English, and the Connecticut Writing Project (CWP) at UConn are proud to announce Connecticut’s winners of the 25th annual Letters About Literature competition, a nationwide contest sponsored by the Library of Congress for students in grades 4 through 12.

“My name is Lara Hawley and I am currently serving as a Fulbright English Teaching Assistant in South Africa for nine months,” says Lara Hawley. “I arrived in January and will be here until October. This first month in South Africa has been a whirlwind, but I have loved every single second of it!”

“Teacher preparedness has been the focus of a great deal of (at times) impassioned debate in the last thirty years,” says Dr. Suzanne Wilson, Neag Endowed Professor of Teacher Education at the University of Connecticut and Chair of Curriculum and Instruction in the Neag School. “The teacher workforce is the largest profession in the U.S.; preparing close to four million teachers to be high quality is challenging.”

The underrepresentation of high-poverty and minority populations in gifted programs has troubled education analysts and reformers for decades. One finding in this winter’s Fordham report on gifted programming gaps was that although high-poverty schools are as likely as low-poverty schools to have gifted programs, students there are less than half as likely to participate in them. This is complemented by a recent University of Connecticut finding that school poverty has a negative relationship with the percentage of students identified as gifted.

Global Ed Leadership (Neag School alumna Kelly Lyman guest writes about her experiences with a UConn leadership partnership program in Jordan)

Now an educator for more than 20 years, Roszena Haskins ’17 Ed.D. was not like her colleagues, who were inspired to become educators at an early age. It was not until her undergraduate college years at Temple University in Philadelphia, where she was studying radio, television, and film, along with English, that she thought about teaching.