The Neag School of Education’s Class of 2018 graduates and their guests joined faculty, staff, and administrators this past weekend in celebration of Commencement Weekend on the UConn Storrs campus.

Neag School graduates from the Class of 2018 share insights into their most memorable UConn experiences — from Education Abroad to internships and more.

The Neag School of Education hosted more than 150 special education directors, special education advocates, service providers, attorneys, parents, teachers, and school administrators from across the state this past week for its second annual Special Education in Connecticut Summit.

Houston Independent School District trustees face a vote Tuesday on whether to move forward with plans to temporarily give up control over 10 low-performing campuses to a charter school operator, an unprecendented surrender designed to prevent school closures or a state takeover of HISD’s locally elected school board.

Gwinnett Daily Post (Neag School alumni awardee Mohammad Zaheer featured)

Norwalk Hour (Ratings system for identifying gifted students, developed by Joseph Renzulli, to be used by schools in Norwalk, Conn.)

Middletown Press (Alum Samuel Galloway featured in announcement on recent Neag School Alumni Award)

Students of color in UConn’s Neag School of Education are fortunate that their predecessors established an organization called Leadership in Diversity.

Almost five years ago, students formed the group to build a support system for future teachers of color at the university. It’s a mentoring program intended to give students the tools and networks that will enable them to succeed in their careers as educators.

According to research over the years, gifted identification is closely tied to income and race. Students from low-income families and students who are black or Latino are much less likely to be identified as gifted than more-affluent students and white or Asian students. “The key factor is poverty, to be honest,” said Del Siegle, a University of Connecticut professor in gifted education and director of the National Center for Research on Gifted Education. The groups that are likewise underrepresented in schools’ gifted programs — minorities and English language learners — often share the issues of poverty.

Betsy McCoach, Professor of Measurement, Evaluation, and Assessment program in the Department of Educational Psychology discusses how students in poverty are less likely to be identified as gifted.