Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom. If you have an accolade to share, we want to hear from you! Please send any news items and story ideas to neag-communications@uconn.edu.

In our recurring 10 Questions series, the Neag School catches up with students, alumni, faculty, and others throughout the year to offer a glimpse into their Neag School experience and their current career, research, or community activities. In this installment, Sandy Bell, associate professor and program coordinator for the Neag School’s adult learning concentration in  the Learning, Leadership, and Education Policy program, shares insight into her career.

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.

West Virginia, Oklahoma, Arizona. Across the country, teachers have been striking for better wages. This hour, we talk about the challenges facing public school teachers nationwide and here in Connecticut. Have we invested enough in the professionals who educate the next generation? Neag School’s Richard Schwab was a panelist.

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.

Although charter schools are intended to offer students better educational opportunities, they also pose a danger of making inequities worse than they were. That’s according to a new study by Preston Green, professor of education and law at the University of Connecticut, and Joseph Oluwole, associate professor of counseling and educational leadership at Montclair State University.

New guidelines have been developed by Connecticut’s education department that describe the process parents should use for their children to be evaluated for special education services. But concerns are being raised that the new guidelines would make it harder for parents, not easier, than under previous guidance.

Don Leu of the University of Connecticut said the performance of U.S. students likely does not demonstrate “a level of performance adequate to be fully successful in learning during online inquiry.”

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.

As a high school teacher in Pennsylvania, Shaun Dougherty noticed that students in career-focused programs seemed much more engaged than his other students. Now a researcher, Dougherty set out to see whether data backed up his experience. Could the programs not just prepare students for the workforce, but keep students from dropping out of school? To find out, Dougherty studied Massachusetts’ 36 vocational and technical high schools.