James Applegate’s essay on why and how we must improve equity and fairness in higher education was published as part of the release of the new report by the PELL Institute and the University of Pennsylvania, Indicators of Higher Education Equity in the United States.
On May 7, 2018, the IL-PART Team shared lessons learned through the IL-PART Grant, what the data tells us, tools that can be used, and much more.
The Department of Educational Administration and Foundations (EAF) awarded outstanding leaders in P-20 education at its third annual EAF on the Red Carpet Gala on May 5.
Today’s observers of higher education associate Grapevine with data on state fiscal support for higher education. The release of Grapevine data each year garners considerable media attention, focused particularly on the questions of whether funding has increased or declined and in which states. State policy makers use the data, in conjunction with SHEEO’s State Higher Education Finance report, to show how funding in their states fares in relation to others. Researchers also analyze the data, tracking long-term trends and investigating the causes of funding increases and declines.
On June 13 and 14, the Illinois Birth-to-Third (B-3) Continuity Project is hosting its fourth annual conference. The B-3 Conference is open to school districts and community leaders working toward birth-to-third grade alignment strategies in their community.
In his latest video, Jim Applegate, visiting professor at the Center for the Study Education Policy, identifies the changes needed in societal attitudes and in the nature of teacher preparation programs themselves to create the 21st century teachers we need to educate 21st century students.
Dr. James Applegate of the Center for the Study of Education Policy (CSEP) attended and spoke at the Innovation and Public-Private Partnership in Higher Education conference held April 3–4 in Arlington, Virginia.
The importance of quality early childhood education continues to gain traction. Results from research evaluating the Child Parent Center programming are being disseminated to affirm the long-term impact quality early childhood education can have.
This issue we spotlight the Center for the Study of Education Policy (CSEP) in the College of Education.
Pat Chamberlain and Julie Kallenbach present information showing that a developmentally appropriate classroom using a play-based learning model is purposefully and intentionally planned by teachers to address standards.
