Neag School faculty members and other colleagues are co-authors of a new study, recently published in the Journal of Postsecondary Education and Disability, that examined the impact of the rapid transition to online learning during the spring 2020 academic semester on college students with disabilities. The researchers conducted a national survey of more than 340 students in both two and four-year programs to measure the perceptions of college students with disabilities about their experiences.

“The big concerns with charters are the lack of oversight and the draining of funds from public schools,” said Preston Green, the John and Carla Klein Professor of Urban Education at the University of Connecticut’s Neag School of Education. “Charter schools can be detrimental to the larger public school system even if they benefit, in relative terms, a small number of children.”

Casey Cobb, a professor of education policy at UConn’s Neag School of Education, said that rather than moving money around, the preferable thing would be to increase funding for all the schools — choice schools and district schools alike.

In this month’s episode of the NEPC Talks Education podcast, NEPC Researcher Christopher Saldaña interviews Drs. Bruce Baker and Preston Green, leading experts in K-12 school finance and school choice policy. Baker is a professor in the Department of Educational Theory, Policy, and Administration at Rutgers University. Green is the John and Maria Neag Professor of Urban Education at the Neag School of Education at the University of Connecticut.

Amid the pandemic, the rapid transition to remote study came with its own learning curve for students and faculty alike. But for many students with disabilities, the shift offered new educational modalities as well as challenges – and the hope that some changes will continue after the threat of the virus subsides.

“If we prioritize things like teacher retention; if we prioritize things like school culture and climate as much as student achievement,” says Richard Gonzales, “everyone focuses their time, money, effort, energy toward those things.”

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

The Neag School announces the following updates to its administration, faculty, and staff for the Spring 2021 semester.

Neag School’s Sport Management Program is ranked 28 out of 50, according to Intelligent.com.

“Our special education candidates are very well prepared,” says Michael Coyne, department head of Educational Psychology at UConn’s Neag School of Education. “It’s incredibly important and one of the critical skills that teachers need to have.”