Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.

The Neag School of Education hosted 15 German Fulbright educators as part of a short course focused on the theme of “Diversity in U.S. Education” held on the Storrs campus earlier this spring.

A pilot reading initiative led by two UConn professors is showing dramatic results four years after its implementation, much to the delight of lawmakers and advocates who have struggled for years to close Connecticut’s significant reading achievement gap.

Four years into a pilot initiative for giving intensive reading instruction to the Connecticut children who need it most, the directors of the initiative will present data showing they have achieved dramatic results, especially among the students who have participated over several years.

Research findings from Shaun Dougherty, assistant professor of educational leadership in the Neag School of Education, are the focus of two recently released reports focused on the topic of career and technical education (CTE), or what was once known as vocational education. Each report — the first of which was released in late March by the Manhattan Institute and a […]

For more than a decade, school districts across the country have been revamping their career and technical education programs to better prepare students with the high-tech skills in demand today.

But as transformative as many of these so-called CTE programs have been, a new report by the Manhattan Institute for Public Policy and co-authored by Neag School assistant professor Shaun Dougherty cautions that there is much important work that still needs to be done.

More than 50 faculty researchers and graduate students from the Neag School of Education will be presenting at this year’s American Educational Research Association (AERA)’s Annual Meeting, taking place Friday, April 8, through Tuesday, April 12, in Washington, D.C.

Casey D. Cobb has been appointed the Neag Endowed Professor of Educational Policy, Dean Richard L. Schwab announced this week to faculty and staff of the Neag School.

“Dr. Casey D. Cobb has a national reputation as an expert scholar in education policy” who has “demonstrated strong scholarly leadership throughout his academic career,” said Provost Mun Y. Choi in a statement to the University of Connecticut Board of Trustees, which approved Cobb’s appointment at its Feb. 24 meeting.

In honor of Black History Month, UConn students gathered this past week at the University’s African-American Cultural Center for a panel discussion featuring six panelists from two student groups, Collective Uplift and Brothers Reaching Our Society (B.R.O.S.). Panelists discussed issues facing today’s African-Americans, including how Black males are and can continue to “take control over their own image.”

These words, spoken by Joseph Cooper, assistant professor in the Neag School of Education and the founder of Collective Uplift, served as the driving force behind a discussion that touched on self-image, stereotypes, resiliency, and more.

When charter schools first appeared in the U.S. in the early 1990s, they were seen as an exciting alternate choice for families looking to move their children out of low-performing urban schools.
Still widely popular, charter schools have become a major part of the nation’s educational infrastructure, expanding at a rate of about 12 percent a year. Nearly 3 million children, or about six percent of all children enrolled in public schools nationwide, currently attend charter schools.

But with states facing mounting pressure to ease regulations to allow more charter schools, and with the federal government and private industry offering millions of dollars in new charter school grants and incentives, UConn professor of educational leadership and law Preston Green III is urging policymakers to be careful.