Neag School alumna Jennifer Lanese ’94 (ED), ’95 MA authors this original piece, reflecting on the meaning of privilege, its impact in the classroom, and how educators can work toward fostering a culturally competent learning environment for their students.

Editor’s Note: This piece was originally written and published by Blane McCann, superintendent of Westside Community Schools in Omaha, Neb., on his blog.

Consider the notion that any student with a commitment to learning is gifted. It is not only intelligence that plays a role, but also creativity and commitment. Giftedness is not just a test score.

The Neag School’s Department of Educational Leadership welcomes Kari B. Taylor as the new program director for Higher Education and Student Affairs (HESA). She begins her new appointment as the HESA program director and as an assistant professor-in-residence on July 31.

Arguably the most global initiative in all of UConn’s history, Confratute has, since 1978, drawn a total of more than 30,000 educators from around the world to the University’s Storrs campus to gain insight into research-based strategies intended to engage all types of students in learning.

Recently published research out of UConn suggests that a simple, low-cost intervention may offer an effective solution. The study by Joshua Hyman, an assistant professor of public policy at UConn and educational leadership at UConn’s Neag School of Education, looks at a policy in Michigan requiring eleventh grade students to take the ACT and compares the change in the rate of students going to college before and after implementation of the policy.

Summer is a busy time for high school juniors. They’re getting ready to say goodbye to school as they know it and they’re researching colleges, visiting campuses and trying to figure out what college fits their needs.

Planning is an important part of this process, but for parents and guardians of students with disabilities, this is especially true.

Seven faculty members across the Neag School of Education have recently been awarded funding — totaling more than $10 million — by the U.S. Department of Education’s Institute of Education Sciences (IES) for a range of education research projects. In addition, two Neag School alumni are part of grant projects newly funded by IES.

How can teachers and schools promote creativity and innovation through education? Ronald Beghetto suggests structured uncertainty in this TEDxUConn talk, which took place this past spring in Storrs.

Review the Director of Assessment, Accountability, and Accreditation job posting here.

Trump’s proposed cuts to career and technical education offer an illustrative example of the economic consequences of reducing social spending.