Negotiators Debate Teacher-Prep Reporting Rules
The goal is to offer better information
A panel of negotiators convened by the U.S. Department of Education had some lively exchanges here last week over ways to make federally required teacher education "report cards" a more useful and accurate gauge of program quality for states, teacher programs themselves, and the public—and to set guidelines for identifying the weakest programs.
Whatever new rules are drafted through the process known as negotiated rulemaking could carry high stakes for programs. That's not only because of the cost and burden of such changes, but also because teacher-training programs' eligibility for federal student financial aid potentially hinge on the new requirements.
In initial discussions that raised more questions than answers, the negotiators debated the utility of various proposals for new reporting, sought to reconcile the decade-old reporting system with a host of new developments in teacher education, and, ultimately, sparred over whether the Education Department's proposals for the overhaul bump against the limits...
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