The document is a declaration by teachers in North Carolina defending public education. It summarizes the ways that the state legislature has undermined public schools since 2011 by underfunding schools, increasing class sizes, cutting support staff, promoting unregulated private schools, and taking steps to de-professionalize teaching. It calls on lawmakers to reverse these harmful policies and restore North Carolina's former leadership in public education by adequately funding schools and supporting students and teachers.
This document provides an overview of school funding policies in the United States, including key federal laws and programs. It discusses the Elementary and Secondary Education Act of 1965 and its reauthorizations, including No Child Left Behind. It describes accountability measures under NCLB, such as Adequate Yearly Progress. It also discusses waivers states have received from some NCLB requirements, and programs related to teacher quality and grants.
Universal Pre-K Initiative Forum PresentationEducationNC
This document discusses strategies for advocating for universal pre-K in Forsyth County, North Carolina. It outlines messaging tailored for specific audiences to promote the benefits of pre-K, including improved educational and life outcomes for children, economic and social benefits for the community, and support for working families. It also addresses maintaining high quality standards, estimating enrollment needs, current funding sources, and a path forward to achieve universal pre-K by 2020 through a community-wide planning process.
This document summarizes different levels of government involvement in education funding and policymaking in the United States. It discusses the role of local school districts and boards, as well as state boards of education and departments that oversee funding, standards, and policy. It also briefly outlines the role of the federal government in providing some funding and initiatives. Key groups that influence education policy are also identified.
North Carolina Charter Schools: Excellence and Equity Through Collaboration Self-Help Credit Union
On January 27, 2014, Self-Help and the A.J. Fletcher Foundation convened over 40 North Carolina education leaders to shed light on the challenges and opportunities of an expanding charter school sector, including opportunities for charter and district leaders to work collaboratively. This report presents the issues and recommendations elevated at the convening and in subsequent discussions among the convening organizations.
This document summarizes the 2014 recommendations of an education taskforce to advocacy organizations MALC and SHC. It addresses several areas of concern regarding Latina/o education in Texas including school finance, teacher quality, access to curriculum, testing, and access to higher education. It also discusses recommendations regarding healthcare issues impacting Latinas such as access to women's health services, Medicaid expansion, and children's health programs. The taskforce aims to familiarize advocates with its proposals, identify priorities, highlight personal stories, and gauge support for legislative action.
The document summarizes the role of philanthropic foundations in supporting education finance reform in California that led to the Local Control Funding Formula in 2013. It describes how an informal collaboration of six foundations provided funding over many years for research, advocacy, and policy development. This included supporting the "Getting Down to Facts" research in 2005-2007 that examined school funding and laid the groundwork for future reform. When an opportunity for reform emerged in 2011-2013, the foundations worked together in a flexible, non-directive manner to ensure policymakers had quality information, while allowing each foundation and grantee to follow their own agendas. This collaboration helped create the conditions for the landmark education funding policy change.
The document discusses stakeholders in the Philippine education system and their funding capabilities. It identifies major stakeholders such as the community, OFWs, parents and students, civic organizations, alumni, business, and the national government. It outlines their roles and financial contributions to education. For example, it notes that OFWs send a significant portion of remittances to fund education, while the government funds the public school system and implements reforms through acts like the K-12 program.
This document provides an overview of school funding policies in the United States, including key federal laws and programs. It discusses the Elementary and Secondary Education Act of 1965 and its reauthorizations, including No Child Left Behind. It describes accountability measures under NCLB, such as Adequate Yearly Progress. It also discusses waivers states have received from some NCLB requirements, and programs related to teacher quality and grants.
Universal Pre-K Initiative Forum PresentationEducationNC
This document discusses strategies for advocating for universal pre-K in Forsyth County, North Carolina. It outlines messaging tailored for specific audiences to promote the benefits of pre-K, including improved educational and life outcomes for children, economic and social benefits for the community, and support for working families. It also addresses maintaining high quality standards, estimating enrollment needs, current funding sources, and a path forward to achieve universal pre-K by 2020 through a community-wide planning process.
This document summarizes different levels of government involvement in education funding and policymaking in the United States. It discusses the role of local school districts and boards, as well as state boards of education and departments that oversee funding, standards, and policy. It also briefly outlines the role of the federal government in providing some funding and initiatives. Key groups that influence education policy are also identified.
North Carolina Charter Schools: Excellence and Equity Through Collaboration Self-Help Credit Union
On January 27, 2014, Self-Help and the A.J. Fletcher Foundation convened over 40 North Carolina education leaders to shed light on the challenges and opportunities of an expanding charter school sector, including opportunities for charter and district leaders to work collaboratively. This report presents the issues and recommendations elevated at the convening and in subsequent discussions among the convening organizations.
This document summarizes the 2014 recommendations of an education taskforce to advocacy organizations MALC and SHC. It addresses several areas of concern regarding Latina/o education in Texas including school finance, teacher quality, access to curriculum, testing, and access to higher education. It also discusses recommendations regarding healthcare issues impacting Latinas such as access to women's health services, Medicaid expansion, and children's health programs. The taskforce aims to familiarize advocates with its proposals, identify priorities, highlight personal stories, and gauge support for legislative action.
The document summarizes the role of philanthropic foundations in supporting education finance reform in California that led to the Local Control Funding Formula in 2013. It describes how an informal collaboration of six foundations provided funding over many years for research, advocacy, and policy development. This included supporting the "Getting Down to Facts" research in 2005-2007 that examined school funding and laid the groundwork for future reform. When an opportunity for reform emerged in 2011-2013, the foundations worked together in a flexible, non-directive manner to ensure policymakers had quality information, while allowing each foundation and grantee to follow their own agendas. This collaboration helped create the conditions for the landmark education funding policy change.
The document discusses stakeholders in the Philippine education system and their funding capabilities. It identifies major stakeholders such as the community, OFWs, parents and students, civic organizations, alumni, business, and the national government. It outlines their roles and financial contributions to education. For example, it notes that OFWs send a significant portion of remittances to fund education, while the government funds the public school system and implements reforms through acts like the K-12 program.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
Tax Credits For Children With Special Needsbespino
The document summarizes North Carolina House Bill 388, which proposes an individual income tax credit for parents of children with special needs to help cover education expenses. The bill would provide a tax credit of up to $3,000 per semester to help pay for tuition and other costs at non-public schools. The bill is supported by representatives from both parties and has bipartisan voter support. Supporters argue it would save the state and local governments money compared to the cost of educating special needs students in public schools, and would give parents more choice in their child's education.
Annual meeting ppt for schools 16 17.revised.pptxSudha Gopinathan
Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
Jared Polis Foundation Education Report Spring 2004Lisa Finkelstein
From 2002-2008, the Jared Polis Foundation (JPF) Education Report reached out to Colorado households, organizations and government entities semi-annually highlighting educational reform, advances and local educational issues.
The foundation decided to end the program in the fall 2008.
Birmingham City Schools Leadership AcademyKristina Mapes
The document proposes establishing a yearly leadership academy for principals and assistant principals in the Birmingham City Schools. It outlines the need for leadership development, describes how other school systems have implemented successful leadership academies, and provides a proposed structure, curriculum, costs, and funding sources for starting an academy in Birmingham City Schools. The goal is to equip participants with the skills to improve student achievement and transform the quality of instruction across the school system.
This document discusses the rise of charter schools in America. It outlines how charter schools were created to provide specialized education programs and appeal to marginalized student populations. Some key charter schools like KIPP Academy and Harlem Children's Zone are highlighted for their holistic approach and success in educating disadvantaged youth. While charter schools aim to increase school choice and innovation, they still face accountability pressures from policies like No Child Left Behind. The document concludes that charter schools are broadening education options by designing curricula that meet student and parent needs.
Charter schools are publicly funded schools that have more flexibility than traditional public schools but are held accountable for achieving certain academic results outlined in their charter. The charter school movement began in 1988 with a call for public school reform and the first charter school opened in 1992 in Minnesota. Charter schools now serve over 700,000 students across more than 3,000 schools. They aim to increase educational opportunities and improve student outcomes through innovative practices.
The document summarizes the key forces that influence school governance and finance in the United States. It discusses how the federal, state, and local governments all play roles in education policy and funding. It also outlines the various stakeholders that shape education, including political groups, businesses, teachers' organizations, parents, and students. Additionally, it examines issues of accountability, standards, and the debate around the appropriate balance of federal versus state control of public education.
The document summarizes the key forces that influence school governance and finance in the United States. It discusses how the federal, state, and local governments all play roles in education policy and funding. It also outlines the various stakeholders that shape education, including political groups, businesses, teachers' organizations, parents, and students. Additionally, it examines issues of accountability, standards, and the debate around the appropriate levels of local versus state versus federal control over public education policy and spending.
This document provides background information and context on Common Core State Standards. It begins with a list of acronyms related to education policy. It then discusses concerns about Common Core overreaching into homeschooling and shaping what public students are taught. The document outlines support for Common Core as providing clear standards to prepare students, but also notes criticisms such as Common Core being copyrighted and its lead architect David Coleman having political connections. It provides information on organizations involved like NGA and cites proper attribution of the standards.
The document discusses mental health issues among children and adolescents in public schools. It notes that many students do not receive needed mental health services. The Every Student Succeeds Act (ESSA) aims to address this problem through Title IV grants that provide funding for "safe and healthy activities", including potential mental health services. However, the policy may have weaknesses like lack of dedicated funding, accountability, and language ensuring improved mental health resources. Recommendations include securing funding, improving state responsibility, and mandating certain mental health supports in schools.
1) The Equity in Education Coalition is proposing a weighted student formula model of school funding in Washington State to increase equity. This would allocate funding based on individual student needs rather than average staffing ratios.
2) Currently, Washington State uses an allocation model based on average staffing needs that does not account for higher concentrations of students requiring extra support in some schools and districts. This creates inequitable and erratic funding.
3) A weighted student formula would direct funds to schools based on the specific characteristics and needs of each enrolled student. This would improve equity by ensuring students' needs are met regardless of what school they attend.
This document discusses measuring inequality in education attainment. It argues that absolute measures are most appropriate for cross-country comparisons and tracking changes over time. Absolute Gini coefficients can compare education inequality between countries, while gains incidence curves show growth rates across the distribution of education attainment within a country over time. Using these absolute measures reveals that relative and absolute measures sometimes yield different conclusions about changes in inequality. The document advocates for absolute measures based on the theory that education returns are proportional to absolute differences in years of schooling.
Early Childhood Sound Basic Education for All - An Action Plan for North Car...EducationNC
1) A 2004 court case in North Carolina found that the state must address the needs of at-risk children and ensure access to early childhood education as part of providing a sound basic education for all.
2) This study examined access to high-quality early childhood programs for low-income students in North Carolina. It found that while programs like Smart Start and NC Pre-K have benefits, funding has declined significantly in recent years limiting access.
3) Research shows that high-quality early childhood education can improve child health and development, lead to higher graduation rates, and provide long-term financial benefits and cost savings far outweighing the costs of the programs.
The document summarizes key trends and issues in contemporary education discussed in Chapter 6, including the No Child Left Behind Act, charter schools, approaches to teaching special needs students, and gifted education. It provides details on the goals and provisions of NCLB, debates around its effectiveness, characteristics of middle schools and charter schools, concepts like least restrictive environments for special education, and strategies for project-based and problem-based learning. The conclusion reflects on the ongoing relevance of the trends and issues covered.
The document summarizes the outcomes of the 2012 national election and prospects for education policy. It notes that the House and Senate outcomes maintained the status quo with small Democratic gains. Cooperation will still be needed between parties. The Department of Education will likely continue supporting common core standards and waiver implementation. Republicans want to limit the federal role while Democrats want to maintain reforms and funding. Reauthorization of ESEA is still pending with no clear path forward. Other issues like sequestration cuts and student loan rates will also need to be addressed. Dropout recovery was rarely discussed and alternative accountability models still face many political hurdles.
The Education Alliance launched several new initiatives in the past year focused on remaking learning for West Virginia students, including a STEM Network Schools program, financial literacy initiative, and partnerships to support early childhood education. The STEM Network Schools program aims to increase student engagement in STEM subjects and has already trained over 430 teachers. A new financial literacy initiative works to strengthen students' financial capability and increase college access. United Way Born Learning Academies partner with schools to provide early childhood education resources and support to over 260 families.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
The document outlines the top 5 education issues in North Carolina for 2023-2024 as determined by the Public School Forum. The issues are: 1) Ensure fair and competitive compensation for educators, 2) Address the root causes of mental health and school safety crises, 3) Grow, retain and diversify the teacher pipeline, 4) Prepare students for the world they live in, and 5) Implement, monitor, and evaluate the Comprehensive Remedial Plan. For each issue, the document provides background data and proposes 3-4 policy actions that lawmakers and stakeholders should take to address the issue and meet the needs of students in North Carolina.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
Tax Credits For Children With Special Needsbespino
The document summarizes North Carolina House Bill 388, which proposes an individual income tax credit for parents of children with special needs to help cover education expenses. The bill would provide a tax credit of up to $3,000 per semester to help pay for tuition and other costs at non-public schools. The bill is supported by representatives from both parties and has bipartisan voter support. Supporters argue it would save the state and local governments money compared to the cost of educating special needs students in public schools, and would give parents more choice in their child's education.
Annual meeting ppt for schools 16 17.revised.pptxSudha Gopinathan
Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
Jared Polis Foundation Education Report Spring 2004Lisa Finkelstein
From 2002-2008, the Jared Polis Foundation (JPF) Education Report reached out to Colorado households, organizations and government entities semi-annually highlighting educational reform, advances and local educational issues.
The foundation decided to end the program in the fall 2008.
Birmingham City Schools Leadership AcademyKristina Mapes
The document proposes establishing a yearly leadership academy for principals and assistant principals in the Birmingham City Schools. It outlines the need for leadership development, describes how other school systems have implemented successful leadership academies, and provides a proposed structure, curriculum, costs, and funding sources for starting an academy in Birmingham City Schools. The goal is to equip participants with the skills to improve student achievement and transform the quality of instruction across the school system.
This document discusses the rise of charter schools in America. It outlines how charter schools were created to provide specialized education programs and appeal to marginalized student populations. Some key charter schools like KIPP Academy and Harlem Children's Zone are highlighted for their holistic approach and success in educating disadvantaged youth. While charter schools aim to increase school choice and innovation, they still face accountability pressures from policies like No Child Left Behind. The document concludes that charter schools are broadening education options by designing curricula that meet student and parent needs.
Charter schools are publicly funded schools that have more flexibility than traditional public schools but are held accountable for achieving certain academic results outlined in their charter. The charter school movement began in 1988 with a call for public school reform and the first charter school opened in 1992 in Minnesota. Charter schools now serve over 700,000 students across more than 3,000 schools. They aim to increase educational opportunities and improve student outcomes through innovative practices.
The document summarizes the key forces that influence school governance and finance in the United States. It discusses how the federal, state, and local governments all play roles in education policy and funding. It also outlines the various stakeholders that shape education, including political groups, businesses, teachers' organizations, parents, and students. Additionally, it examines issues of accountability, standards, and the debate around the appropriate balance of federal versus state control of public education.
The document summarizes the key forces that influence school governance and finance in the United States. It discusses how the federal, state, and local governments all play roles in education policy and funding. It also outlines the various stakeholders that shape education, including political groups, businesses, teachers' organizations, parents, and students. Additionally, it examines issues of accountability, standards, and the debate around the appropriate levels of local versus state versus federal control over public education policy and spending.
This document provides background information and context on Common Core State Standards. It begins with a list of acronyms related to education policy. It then discusses concerns about Common Core overreaching into homeschooling and shaping what public students are taught. The document outlines support for Common Core as providing clear standards to prepare students, but also notes criticisms such as Common Core being copyrighted and its lead architect David Coleman having political connections. It provides information on organizations involved like NGA and cites proper attribution of the standards.
The document discusses mental health issues among children and adolescents in public schools. It notes that many students do not receive needed mental health services. The Every Student Succeeds Act (ESSA) aims to address this problem through Title IV grants that provide funding for "safe and healthy activities", including potential mental health services. However, the policy may have weaknesses like lack of dedicated funding, accountability, and language ensuring improved mental health resources. Recommendations include securing funding, improving state responsibility, and mandating certain mental health supports in schools.
1) The Equity in Education Coalition is proposing a weighted student formula model of school funding in Washington State to increase equity. This would allocate funding based on individual student needs rather than average staffing ratios.
2) Currently, Washington State uses an allocation model based on average staffing needs that does not account for higher concentrations of students requiring extra support in some schools and districts. This creates inequitable and erratic funding.
3) A weighted student formula would direct funds to schools based on the specific characteristics and needs of each enrolled student. This would improve equity by ensuring students' needs are met regardless of what school they attend.
This document discusses measuring inequality in education attainment. It argues that absolute measures are most appropriate for cross-country comparisons and tracking changes over time. Absolute Gini coefficients can compare education inequality between countries, while gains incidence curves show growth rates across the distribution of education attainment within a country over time. Using these absolute measures reveals that relative and absolute measures sometimes yield different conclusions about changes in inequality. The document advocates for absolute measures based on the theory that education returns are proportional to absolute differences in years of schooling.
Early Childhood Sound Basic Education for All - An Action Plan for North Car...EducationNC
1) A 2004 court case in North Carolina found that the state must address the needs of at-risk children and ensure access to early childhood education as part of providing a sound basic education for all.
2) This study examined access to high-quality early childhood programs for low-income students in North Carolina. It found that while programs like Smart Start and NC Pre-K have benefits, funding has declined significantly in recent years limiting access.
3) Research shows that high-quality early childhood education can improve child health and development, lead to higher graduation rates, and provide long-term financial benefits and cost savings far outweighing the costs of the programs.
The document summarizes key trends and issues in contemporary education discussed in Chapter 6, including the No Child Left Behind Act, charter schools, approaches to teaching special needs students, and gifted education. It provides details on the goals and provisions of NCLB, debates around its effectiveness, characteristics of middle schools and charter schools, concepts like least restrictive environments for special education, and strategies for project-based and problem-based learning. The conclusion reflects on the ongoing relevance of the trends and issues covered.
The document summarizes the outcomes of the 2012 national election and prospects for education policy. It notes that the House and Senate outcomes maintained the status quo with small Democratic gains. Cooperation will still be needed between parties. The Department of Education will likely continue supporting common core standards and waiver implementation. Republicans want to limit the federal role while Democrats want to maintain reforms and funding. Reauthorization of ESEA is still pending with no clear path forward. Other issues like sequestration cuts and student loan rates will also need to be addressed. Dropout recovery was rarely discussed and alternative accountability models still face many political hurdles.
The Education Alliance launched several new initiatives in the past year focused on remaking learning for West Virginia students, including a STEM Network Schools program, financial literacy initiative, and partnerships to support early childhood education. The STEM Network Schools program aims to increase student engagement in STEM subjects and has already trained over 430 teachers. A new financial literacy initiative works to strengthen students' financial capability and increase college access. United Way Born Learning Academies partner with schools to provide early childhood education resources and support to over 260 families.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
The document outlines the top 5 education issues in North Carolina for 2023-2024 as determined by the Public School Forum. The issues are: 1) Ensure fair and competitive compensation for educators, 2) Address the root causes of mental health and school safety crises, 3) Grow, retain and diversify the teacher pipeline, 4) Prepare students for the world they live in, and 5) Implement, monitor, and evaluate the Comprehensive Remedial Plan. For each issue, the document provides background data and proposes 3-4 policy actions that lawmakers and stakeholders should take to address the issue and meet the needs of students in North Carolina.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
This document discusses a United Methodist Church resolution on public education. It affirms that education is a right for all children and calls on the church to support, strengthen, and reform public schools. It notes challenges facing North Carolina public schools like decreased funding, teacher shortages, and educational disparities. The document calls United Methodists to advocate for issues like adequate funding, support for teachers, early childhood education, and ensuring a quality education for all children.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
We Must Have Even Higher Expectations For Teachersnoblex1
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
Policy Institute Election Guide2_printer spreadsSara Bongiorni
The document discusses early childhood care and education in Louisiana. It raises 6 questions for candidates about improving access to affordable, high-quality child care and ensuring recent reforms do not reduce quality. It recommends increasing funding for early education programs, helping centers meet higher standards, and expanding mixed delivery models. Currently, less than 1 in 8 at-risk young children are served and funding cuts have reduced access while demand grows.
The No Child Left Behind Act of 2001 (NCLB) aims to improve educational outcomes for disadvantaged students. It requires states to develop academic standards and annual student assessments in basic skills. NCLB increased accountability for results, giving more flexibility and options to local schools and parents while emphasizing evidence-based teaching methods. The act substantially increased federal funding for education from 2001 to 2007, including major increases for Title I funding and special education.
The document is a report from seven nonprofit organizations called the Columbia Group that work to improve education in Southern states. It finds that while education in the South has improved, inequities remain between more affluent and disadvantaged students. It calls on Southern states to make more progress at a faster pace to address these gaps and prepare all students for college and careers. The report recommends states focus on improving teacher quality, providing more support to students, strengthening transitions to college and careers, and ensuring equitable school funding.
The document discusses the Obama administration's $4.35 billion competitive grant program to spur education reform in line with the American Recovery and Reinvestment Act. States must show improvement data to receive funds and develop reform plans with performance incentives to close achievement gaps, reward excellent teachers, and turn around struggling schools. It also discusses No Child Left Behind, education department resources, Indiana's education initiatives, and partnerships to provide high-quality educators and academic standards. The goal is to empower students and families through technology access, quality teachers, and grant funding to prepare children for a global economy.
This document discusses top education issues for 2021 according to the Public School Forum of North Carolina. It identifies 10 key issues: 1) Broadband access 2) Teacher and principal recruitment, retention and diversity 3) Social and emotional learning 4) Inclusive, culturally responsive curriculum and pedagogy 5) Flexibility for local school districts 6) Assessment and accountability 7) Afterschool programs and expanded learning 8) Early childhood education and literacy 9) Post-secondary attainment 10) Adequate and equitable state funding to support public education. For each issue, it provides background on why the issue matters and recommendations for policymakers. The overall goal is to address inequities in the educational system and ensure all students have access to a
This document discusses technology and education reform efforts at both the federal and state levels. It summarizes the $4.35 billion in competitive grants from the Obama administration to promote reform. Key points of the competition include requirements for states to show improvement to receive funds, detail reform plans, and use performance-based incentives. The goals are to narrow learning gaps, develop excellent teachers, turn around struggling schools, and give charter schools equal guidelines as public schools. The document also discusses the No Child Left Behind Act and provides links to the Department of Education and Indiana's Department of Education websites for more information on rules, programs and academic standards. It advocates for empowering students, providing quality teachers, and using resources wisely to prepare children for
Fy16 title i power point english.2015.07.28.readyjodumas
Title I is a federal grant program that provides funding to schools with high percentages of students from low-income families to help raise the academic achievement of all students. To be eligible for Title I funding, at least 50% of a school's students must qualify as economically disadvantaged. Title I schools must adhere to requirements regarding parent involvement, teacher qualifications, student progress reporting, and safe learning environments. Parents have the right to be informed on how Title I funds are spent, their child's academic progress, and the school's performance. At the end of each year, parents vote whether the school will implement Title I as a schoolwide or targeted assistance program for the following year.
The document provides a history of financial aid in the United States, beginning with the Higher Education Act of 1965 which established the first federal financial aid programs. It discusses key Supreme Court cases related to financial aid and affirmative action. It also discusses Salem State University's mission and vision around providing accessible education, as well as statistics on financial aid received by SSU students. Best practices for financial aid administration from CAS and the College Board emphasize compliance with laws, equitable treatment of students, and commitment to need-based aid.
Through their annual convening, over 150 North Carolina community college presidents and local school superintendents addressed the state's most pressing education and workforce issues. Several successful partnership examples were highlighted, including Pitt Community College and Pitt County Schools' initiatives to strengthen career pathways for students; Central Carolina Community College's work with regional school districts to align efforts and tailor supports; and Rowan-Cabarrus Community College and Rowan-Salisbury Schools' teacher preparation pipeline program. Key takeaways focused on the importance of intentional collaboration to improve student outcomes and meet workforce needs.
This document discusses efforts by the organization Foundations for a Better Oregon, also known as Chalkboard, to reform Oregon's K-12 education system. Chalkboard conducts research on education issues and pushes a bipartisan agenda. In 2007, it helped pass some education reforms and launched pilot programs on teacher compensation. Going forward, Chalkboard aims to further engage the public and pursue additional reforms around educator quality, funding stability, and targeted spending.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
Race to the Top provided incentives for states to implement reforms focused on four key areas: standards and assessments, data systems, teacher/leader effectiveness, and turning around low-performing schools. It helped 19 states create plans around these areas and spurred changes to laws and standards in many other states. While No Child Left Behind increased achievement discussion, it had unintended consequences like incentivizing lower standards and focusing more on punishment than growth. The Obama Administration proposed a new blueprint to reform education by raising standards, recognizing growth, closing achievement gaps, and improving teacher/principal quality.
Similar to Excerpted declaration with_signatures_and_districts (20)
The document outlines North Carolina's STEM Plan for 2035. It summarizes recent progress in STEM education since the 2010 North Carolina STEM Education Strategic Plan. STEM occupations are projected to grow faster than non-STEM occupations due to demand for computer-related jobs and data-driven fields. However, Black and Hispanic workers remain underrepresented in STEM jobs and degree programs compared to their overall shares of the workforce and degrees earned. The document calls for transforming STEM education over the next decade through strategies like reinvesting in programs, supporting educators, redesigning schools, and increasing community support."
Hispanic student experiences with transferEducationNC
Steve Turner, dean of humanities and social sciences at Guilford Technical Community College, explores how participating in high-impact practices like study abroad and service learning impacted Hispanic students' transfer success.
The Department of Public Instruction oversees North Carolina's public education system from pre-K through 12th grade. Its goals are to eliminate opportunity gaps by 2027, improve school performance by 2027, and increase educator preparedness by 2027. It administers $15.6 billion in state and federal funds and supports over 1.5 million students and 117,000 teachers across North Carolina. The Governor's recommended budget increases funding for the Department of Public Instruction by 18.2% to focus on teacher compensation increases, baseline education investments ordered by the court, and other priorities to strengthen the state's public education system.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
This document provides a summary of Educator Preparation Program (EPP) performance reporting for the February 2023 State Board of Education meeting. It notes that EPPs are required to submit annual performance reports and report cards are made available publicly. The document outlines data available on the NCDPI website, including enrollment numbers, license exam pass rates, and employer satisfaction surveys. It highlights some notable trends in the data, such as a 42% decline in new enrollments between 2021-2022. The document also examines admissions data more closely, finding declines in enrollment across most license groups and traditional routes seeing half as many new enrollments as alternate routes. It projects the impact of lower 2022 enrollment on future school year employment.
This annual report summarizes data on the state of the teaching profession in North Carolina for the 2021-2022 school year. It finds that the teacher attrition rate was 7.78%, down slightly from the prior year. Mobility rates also decreased slightly. Beginning teachers and TFA/VIF contract teachers had the highest attrition rates. Personal reasons remained the leading cause of teacher departures. Vacancy rates increased from the prior year, with the most vacancies in core K-5 subjects and exceptional children. The report provides historical data on attrition and mobility trends and analyzes results by region, experience level, and subject area.
CS K12 Legislative Brief House Ed January 2023.pdfEducationNC
North Carolina has been a leader in technology and education with institutions like Research Triangle Park and world-class universities. The state has taken steps to expand computer science education through initiatives like funding for teacher professional development and standards development. However, there is still work to be done as only around half of North Carolina schools currently offer computer science courses and just over half of students have access. Recent state actions like a grant providing coding education through Minecraft aim to further increase access to computer science across the state.
This document outlines legislative and policy priorities for 2023 from the North Carolina Association of School Administrators (NCASA). Key priorities include: providing compensation increases for all school employees, with a focus on critical shortage areas; expanding funding for student mental health support personnel; enhancing school safety support; ensuring adequate funding for high-need student populations and facilities needs; and reforming the state's school accountability system.
FTE STATE BOARD SLIDE DECK (1)_3448851rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes North Carolina's requirements to report public school student full-time equivalency (FTE) data disaggregated by enrollment in courses offered through different programs. It discusses the law requiring the Department of Public Instruction to submit an annual report on the number of students and FTE by each public school unit and grade from the prior year. The report must break down enrollment by courses offered directly by the public school unit versus through dual enrollment, joint programs, North Carolina Virtual Public School, higher education institutions, and nonpublic schools. The FTE is calculated using each student's total instructional minutes divided by 300. The annual report includes a summary tab with aggregate FTE data and a detail tab with student-level data dis
Government Affairs January 2023 SBE Budget Presentation (DRAFT)_3448671rr0isz...EducationNC
The document outlines budget priorities for the 2023 long legislative session. It includes 11 sections that detail funding requests across various initiatives, including digital teaching and learning, school connectivity, district operations, educator preparation, early learning, charter schools, financial services, learning recovery, and other support areas. Specific line item requests include funding for cybersecurity services, literacy programs, educator licensure replacement, career pathways, and more. The overall document provides budget details to support K-12 education priorities for the upcoming legislative session.
SBE Strategic Plan Discussion - January 2023_3445821rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes feedback from a November meeting of the North Carolina State Board of Education's Strategic Planning Committee regarding the Board's strategic goals, objectives, and components. It outlines next steps for a working group from the North Carolina Department of Public Instruction to further define metrics and data for tracking progress toward the goals. The working group will provide a draft update in February on recommendations for refining objectives and metrics based on available data, identifying relevant data elements, and ensuring the goals can be appropriately disaggregated and disseminated. The goals aim to eliminate opportunity gaps, improve performance, and increase educator preparedness by 2025.
This document summarizes a study conducted by the Education Policy Initiative at Carolina (EPIC) at UNC-Chapel Hill using funding from the Institute for Education Sciences. The study analyzes the impacts of the COVID-19 pandemic and summer extension programs on student outcomes in North Carolina. It finds that during the 2020-21 school year, students had more absences, lower grades, higher failure rates, and were more likely to be retained compared to pre-pandemic levels. Students who enrolled in summer 2021 programs had lower test scores and more failed courses pre-pandemic. However, these students were less likely to repeat failed courses than non-enrollees. The next steps are to examine 2021-22 outcomes and
Pathways -- Statutory and other changes for Pilot Program - January 2023 Draf...EducationNC
The document discusses the need to revise North Carolina's teacher licensure system through a pilot program. It outlines that statutory changes are required to authorize such a pilot program and exempt participating districts from certain existing licensure requirements. The State Board of Education has asked its Professional Educator Preparation and Standards Commission to recommend rules and policy changes to allow piloting of a new licensure framework. Legislative authorization establishing the pilot's parameters and exemptions is necessary to implement changes without violating current statutes.
States NOF Ex. A - Affidavit of Anca Grozav.pdfEducationNC
This 5-page document appears to be part of a court filing related to a case from 1995 in North Carolina. It includes standard header information across the pages such as the case number, filing identification number, and filing date. The document provides no other contextual details in the content of the pages submitted for summarization.
This document summarizes a report filed in the North Carolina Business Court regarding the remand of a school funding case by the North Carolina Supreme Court. The parties propose a schedule for the trial court to recalculate the amount of funds to be transferred for K-12 education in light of the state's 2022 budget and ensure continued constitutional compliance, as directed by the Supreme Court. The State Controller opposed the proposed schedule due to needing additional procedures for accurately handling any transferred money.
The Chief Justice of the North Carolina Supreme Court issued an order assigning a new judge, Judge James F. Ammons Jr., to preside over the case of Hoke County Board of Education et al v. State of North Carolina and the State Board of Education. This order replaces the previous assignment of Judge Michael L. Robinson, who stated in a letter that he could no longer preside over the case due to his responsibilities as a North Carolina Business Court judge. The new assignment is to address the order of remand from the North Carolina Supreme Court and attend to any other necessary matters until further notice.
Letter from Judge Robinson to Chief Justice Newby-2.pdfEducationNC
This is a case document from the North Carolina Business Court. It provides the case number 1995CVS1158 and refers to electronic court filing number 61, which was filed on December 29, 2022 at 2:37pm. The document relates to a legal matter before the North Carolina Business Court but does not provide any substantive details about the nature of the case or the parties involved.
The Joint Legislative Education Oversight Committee met on November 29, 2022 and:
1) Heard a presentation on the 2021-22 Excellent Public Schools Act from the NC Department of Public Instruction.
2) Received a summative evaluation of the Schools That Lead Networked Improvement Communities program and a reaction from Schools That Lead leaders.
3) Heard updates on the NC Promise Tuition Plan from the UNC System Chief Financial Officer and the Chancellor of Fayetteville State University.
The document proposes a new pathway model for teacher licensure in North Carolina consisting of 4 licenses - Apprentice Teacher (License I), Teacher in Residency Skill Development (License II), Adult Leadership (License III), and Classroom Excellence (License IV). It outlines proposed requirements, supports, and salaries for each license. Key discussion points include using micro-credentials to demonstrate competencies, defining evaluation measures, and ensuring supports are tailored to teachers' development levels.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Making of a Nation.
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Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. Declaration in Defense of
North Carolina’s Public Schoolchildren
July 4th, 2018
Drafted by Teachers on the Red4EdNC Advisory Board and Board of Directors
When in the course of human events it becomes necessary for the people of a state to confront a legislative
supermajority that has consistently demonstrated over the course of seven years a hostility to the premise,
the constitutional promise, and the provision of a high-quality public education for all, a decent respect to
the citizens of that state requires a comprehensive list of the injustices that supermajority has inflicted upon
its children and its teacher corps, as well as coherent vision for restoring that state to its former prominence
as a leader in public education. We take as our standard, North Carolina’s proud motto: “Esse quam videri —
To be rather than to seem.”
We hold that the following truth is evident, moral, and pragmatic — that North Carolina students are
guaranteed a sound basic education by the North Carolina Constitution, in Article IX, which states:
“Religion, morality, and knowledge being necessary to good government and the happiness of mankind,
schools, libraries, and the means of education shall forever be encouraged.” We further hold that the citizens
of North Carolina have an economic stake to see that the children of the state are well-educated lest we fail to
develop a workforce capable of sufficiently providing for themselves and fail to create new generations of
citizens who can contribute to and advance our state, nation, and world.
North Carolina has a long history of vigorous, bipartisan support for public education. However, beginning
in the spring of 2011, the leadership of the majority party, especially in the upper chamber, departed from
this tradition and moved to underfund and stigmatize K-12 public education, crippling these long-cherished
institutions while simultaneously bolstering unproven, experimental and frequently profit-driven
replacements, many of which have had the effect of resegregating North Carolina’s children.
We have attended town halls, and we have addressed members of the General Assembly in their offices in
Raleigh and in their home districts. We have marched in the streets by the tens of thousands. We have provided
comprehensive and empirically irrefutable data to representatives and senators which demonstrate not only
the willful underfunding of our schools but the resulting devastating impacts on our state’s classrooms.
Despite those actions, state lawmakers continue to enact policies which harm our teachers and students.
We hold that the following facts are incontrovertible when it comes to the actions taken and policies adopted
by the General Assembly since 2011:
• They have failed to restore public education funding to pre-recession levels, compelling county
commissions across the state to either raise local taxes or allow educational services to degrade,
both paths leading to a state of educational haves and have-nots, reinforcing destructive income
inequality trends.
• They have burdened local government with unfunded mandates for class-size reductions in early grades
with no clear protection for art, music, physical education, technology, and foreign language classes or
regard for adequate physical space for those smaller classes.
2. • They have cut over 7,400 teacher assistants relative to 2008 levels, resulting in less supportive and
responsive classroom environments, especially given the K-3 testing burden.
• They have slashed textbook funding to the point where many of our students are forced to do without.
• They have increased the volume of standardized testing--especially among our elementary students
where least developmentally appropriate--and fostered a culture of fear and anxiety related to
assessments that adversely impacts students and teachers alike.
• They have provided 3.5% fewer teachers per student than in 2008, increasing class sizes to a degree
that teachers struggle to provide students with an orderly environment for learning and individualized
instruction.
• They have shifted millions of dollars from support of traditional public schools to private schools.
Schools funded by North Carolina taxpayer dollars via these “Opportunity Scholarships” or vouchers,
do not require state accreditation, teaching qualifications, or regulated curriculum and may intertwine
church and state at will.
• They have lifted the cap on charter schools and allowed municipalities to finance them with local
property taxes, actions which have resulted in and will continue to worsen racial and economic
segregation in our state.
• They have enacted a "school report card" system where measures correlate more to wealth and poverty
than to instructional quality.
• They have created salary schedules in North Carolina that compensate principals at a level worse than
the other 49 states as of the spring of 2018.
• They have directed millions of dollars to unaccountable charter schools, many of them with dismal
records of academic performance but clear records of profit-seeking. This action has resulted in the
resegregation of North Carolina’s children on the basis of race and class.
• They have created policies that, in their totality, have increased achievement gaps for low-income
students and students of color dramatically since 2008.
• They have eliminated the Teaching Fellows program, a program with an excellent track record of
creating high-quality teachers at a relatively low cost, and then replaced it with an emaciated version.
• They have taken significant steps to de-professionalize the teaching profession in North Carolina,
including the revocation of career status, the termination of compensation for advanced degrees, and
elimination of retiree health care benefits beginning with teachers hired in 2021.
• They have financed the creation of an evaluation regimen based on secret algorithms (Education
Value-Added Assessment System) that precludes equitable and informed treatment for both teachers
and students.
• They have consistently enacted salary schedules which leave North Carolina far behind the national
average in teacher compensation. Salaries of veteran teachers have stagnated to the point where many
of our most experienced teachers have left the profession before full and duly earned retirement
pension and health benefits may be collected, resulting in a ‘greening’ of our teaching corps which
adversely impacts students.
• They have consistently placed major education policy initiatives in budget bills rather than moving
them through a deliberative committee process, eliminating the debate and public input so essential to
the creation of effective policy.
3. • They have drastically cut corporate tax rates, crippling the General Assembly’s capacity to adequately
fund the traditional classroom — $3.5 billion has been lost in annual revenue and that figure will
increase to $4.4 billion beginning in 2019--despite business leaders’ stated desire for increased funding
for public schools.
In direct contrast to these harmful actions, Red4EdNC offers the following restorative vision:
❑ An increase in per-pupil funding, adjusted for inflation, to pre-recession levels.
❑ Salary restoration, adjusted for inflation, to 2008 levels, and a move toward compensation which
encourages our most experienced teachers to stay in the profession.
❑ Cessation of tax practices which favor individuals over the collective good.
❑ Elected representatives must return to a focus on removing poverty-related barriers to student success.
We must adopt policies which promote racial and economic integration rather than policies which have
the effect of segregating along racial and economic lines.
❑ All North Carolina children deserve the opportunity to learn from great teachers in clean, adequately-
supplied classrooms. They all deserve to enter each school day healthy, free of hunger, and focused on
learning, either because of a supportive home life or because adequate supports are in place to address
afflictive childhood experiences and trauma.
❑ Assessment regimens should be developmentally appropriate, informed by best practices in terms of
span and focus, and should authentically assess mastery. Assessment should inform future instruction
rather than determine bonus pay for teachers and principals.
❑ Major education policies should be crafted and debated openly in committee settings and on the floor of
representative legislative bodies.
❑ Policymakers must develop processes that allow consistent input from educators, agency personnel,
and subject experts.
We, therefore, the assembled teachers of North Carolina’s public schools, representing almost all 115 Local
Education Agencies in North Carolina’s 100 counties, appeal to the voters and the lawmakers of North Carolina
to reverse the harmful course outlined above and restore our state to its former position as a national leader in
public education…
Red4EdNC is committed to supporting and advancing public schools, educators, support staff, and students. Red4EdNC is a non-profit
association registered with the NC Secretary of State. For more information, visit www.red4ednc.com
4. Taylor Allen
Valencia Abbott
Deborah Abel
Anna Christian Allen
Peri Alletto
Christine Alston
Barbara Anderson
Yvonne Anderson
Lauren Andrew
Marlow Artis
Kimberly Arwood
James Atkinson
Stacie Bailey
Elizabeth Balazs
John Baldwin
Kenneth Ball
Patricia Ball
Jasmine Barcelona
Ellen Barefoot Annas
Jonathan Barnes
James Barrett
Corey Barringer
Deborah Barron
Lara Bartholow
Basha Beach
Joseph Beamon
Vince Beasley
Alison Bellamy
Lauren Benfield
Joanne Bernard
Christine Bertson
Melany Blinson
Savannah Blystone
Holly Borden
Jennifer Bourne
Hannah Brady
Kristine Branch
Hannah Braunstein
Wendy Brautman
Jane Breaux
Andrew Brennan
Victoria Bridgers
Allison Briggs
Lawrence Brinson
Tricia Brodbeck
Eric Broer
David Brooks
Carla Brookshire
Amy Brown
Trina Bruner
Francis Bryant
Jill Bryant
Jeff Bryant
Alisa Bryant
Jeanna Bryson
George Burbella
Ashley Burch
Kathleen Burke
Julia Burrows
Michelle Burton
Megan Busick
Maria Butner
Martha Byrd
Cicely Cable
Jennifer Cace
Sarah Cade
Marie Calabro
Jan Caldwell
Chris Campbell
Kyle Candia-Bovi
Marjolein Cannon
Elizabeth Carespodi
Lisa Carr
Hogan Carringer
Sam Carter
Matthew Casella
Angela Cathcart
Nancy Cattrell
Tiffany Caudill
Laura Chalfant
Donna Charneskie
Michelle Chase
DeeAnn Cherveny
April Cheuvront
Mary Christ
Janice Citrin
Ginny Clayton
Tamara Coburn
Mark Colebrook
Allison Collins
Brandon Combs
Karen Conner
Garrett Cooperman
Jessica Cosma
Rebecca Costas
Teri Couch
Jessica Courtney
Michelle Craig
Tom Crane
Whitney Cress
Patricia Cumpston
Tina Curran
Doug Cutshall
Elizabeth D'Herde
Wendy Dahlin
Scarlett Dalrymple
Laytora Dash
Wendy Davidson
Pamela Deal
LeAnna Delph
Sarah Delph
Brittney Dennis
Lisa Denstaedt
Candice Denton
Philip Depasquale
John deVille
Nandita Dhulia
Sherry Difilippo
Heather Dinkenor
Paul Dinkenor
Lea Dixon
Gina Dmeza
Shayla Doyal
Kathy Drew
Courtney Dubis
Kelsey Duffy
Carol Dukes
Joanne Duncan
Marsha Dunn
Stephanie Dupree
Bethany Dykstra
Mary Beth Earp
Melissa Easley
Stephanie Easley
Ellie Easter
Glen Edwards
Stuart Egan
Davin Eldridge
Stacy Eleczko
Paula Elks
Monica Ellis
Sheila Ellis
Carter Elmore
Amy Emery
Jayne Emma
Alirio Estevez
Hallie Evans
Donna Everett
Terese Ewing
Carla Fassbender
Jessica Feahr
Wendolyn Fernandez
Lynn Ferrell
Holly Fishback
Carolyn Floyd
Bruce Foley
Katherine Ford
Savanah Forsythe
Susan Foulks
Kolani Fowler
Denise Francis
Jack Fryar
Morgan Fullbright
Carol Gardner
Kathleen Gehron
Jenni George
Lisa Gerardi
Kirstin Giordano
Susan Giska
Denise Glover
Andrew Goettman
Alexa Goff
Jennifer Gold
Kelly Goodman
Jerry Goodnight
Rachel Gorton
Matthew Graham
Howard Graham
Peggy Grantham
Sheena Greiner
5. Eva Griffin
Bitsy Griffin
Valeria Guerrero
Julie Guillaume
Mary Gulledge
Todd Gunsher
Liz Hackney
Laura Haerri
Losa Hagen
Jessica Hall
Brandi Hall
Stacy Hancock
Megan Handy
Anne Hardinger
Stephanie Harrell
Susan Harrington
Tamara Harrington
Lee Harris
Sam Hart
Leta Hartley
Kim Hartrum
Marci Harvey
Jason Harwood
Esther Hauber
Michael Hayes
Julie Heilig
Heather Heinze
Robert Heller
Daniel Helms
Lorry Henry
Jeanne Herbert
Kirstin Herrin
Stacey Hess
Ashley Hester
Julia Hicks
Tricia Hill
Noel Hill
Kalee Hill
Farrah Hilton
Christel Hirsch
Shawn Hodge
Ted Hoeffler
Kelly Holden
Alyse Hollingsworth
Marjan Hong
Chrisy Horgan
Katherine Horne
Elizabeth Hourigan
Kristin House
Cynthia Hutchings
Pamela Imhof
Linda Ingle
Chelsea Ingram
Mackenzie Inman
Paul Irvin
Elizabeth Irvin
Jeffrey Israel
Emily Jackson
Larry Jackson
Angela Jackson
Ann Jacob
Stephanie Jamison
Keri Jefferies-McKenzie
Amanda Jewelk
Amy Job
Hilliary Johnson
La’Tasha Johnson
Sarah Johnston
Sarah Jones
Jennifer Jones
Baria Jordan
Michele Jordan
Justin Josey
Ashley Joyce
Cristi Julsrud
Betsy Kaiser
Laurie Kaliff
Leslie Kasserman
Aaron Kelley
Tamika Kelly
Cathy Keys
Yohannes Kibret
Tiffany Kilgore
Diane Kimbrell
Jamie King
Tiffany Kinnaird
Kim Kirkhum
Lindy Kirkman
Celeste Kittinger
Shayne Klein
Jim Knight
Shannon Knott
Amy Koch
John Kolena
Denice Kopf
Janet Kraft
Karen Kreitzburg
Connie Krupa
Kathleen Lackey
Susanna Lambert
Jamie Lambert
Gordon Lampley
Pam Lancaster
Leah Landrum
Catherine Lang
Jeff Langer
Sibyl Langley
Nancy Lassiter
Jasmine Lauer
Paige Laurain
Chris Lavignette
Stacey Layden
Heather Layton
Pattie Le Sueur
April Lee
Heidi Lee
Emily Leslie
Cindy Levinson
Pam Lilley
Patrick Linn
Kevin Lloyd
Karen Lohman
Francine Long
Angela Longano
Timothy Longest
Jennifer Love
Kelly Lovelace
Christopher Lyerly
Mary Lyons
Ashlie MacDonald
Lesley Mace
Kim Mackey
MaryEllen Magee
Justice Mansour
Karen Marquard
Jenifer Marr
Hilary Marshall
Tracie Marshburn
Pamela Martin
Lorna Martin
Erin Martin
Teena Martin
Mary Mason
Tim Mateer
Kimberly Mawhiney
Dora May
Kimberly Mayes
Ruthann McComb
Rebecca McCord
Brooke McCurdy
Megan McDonnell
Lisa McDowell
Ashley McIntyre
Ryann McKay
Christy McLean
Eugene McLemore
Kate McMahan
Brandon McMahan
Sean McManus
Michelle McNair
Keisha McNeil
Elyse McRae
Leslie Meadows
Stephanie Medeiros
Katherine Meeks
Katie Melin
Elisa Mendez
Jessica Merry
Bethany Meyers
Laura Miles-Kaplan
Rob Miller
Deanna Minetola
Holly Minnear
Marissa Minnick
Christina Minnish
Kerry Ann Miquel
Meg Miranda
Sharon Mitchell
Kristianne Mobley
Katy Molony
6. Alyssa Montgomery
Sara Moore
Wendy Moore
Kirsten Morgan
Naomi Morrison
Nancy Mosley
Elizabeth Mosley
Mark Mosley
Ashley Moss
Melissa Mottet
Angela Moxley
Victoria Mullinax
Rebecca Mullis
Kathryn Murchison
Christie Murphy
Megan Myers
Mary Napier
Jody Neill-Shaughnessy
Leslie Neilsen
Cynthia Nelson
William Nesbitt
Amy Newsome
Rebecca Newton
Lindsay Nielsen
Samantha Noe
Laura Noto
Bernd Nuss
Alyssa O'Connor
Tara O’Loughlin
Jazzmin Oates
Steve Oreskovic
James Ottaway
Danielle Overcash
Bobby Padgett
Susan Parker
Christin Parker
Justin Parmenter
Jenna Parry
Alysse Pearson
Stephanie Peo
Andrea Perrone
Kara Peterson
Robert Phillips
Andrea Phillips
Rodney Pierce
Lauren Piner
Kathryn Pingel
Vickie Poole
Heather Powell
Elizabeth Pratt
Douglas Price
Patsy Prickett
Kaylee Pridmore
Suzie Pruett
Dana Queener
Lee Quinn
Stacey Rader
Georgina Ray
Thomas Rebant
Julia Redwood-Sawyerr
Judith Ann Reed
Kristin Reich
Susan Reynolds
Krista Ricks
Susan Ringo
Gerri Roberts
Sonya Robinson
Bridget Robinson
Tamara Robinson
Tabitha Rogers
Areda Rogers
Susan Ross
Nancy Rountree
Melissa Rousseau
Celia Rowland
Emily Rucki
Cathy Rush
Mary Russ
Kirsten Russ
Shaun Russell
Rebecca Saliba
Dana Sampson
Paige Sanduski
Heather Santos
Scott Schaefer
Emily Schmidt
Becky Schmitz
Victoria Schmoyer
Heidi Schoffstall
Holly Schuur
Peter Schwartz
Jeff Schweickert
Matt Scialdone
Angie Scioli
Rachel Scott
Jennifer Seamon
Scott Sears
Patti Secresdt
Jen Seha
Patty Selah
Matt Sellek
Katherine Shannon
Patty Sharp
Sherry Shaw
Leslie Shoffner
Sandi Shover
Aimee Sigmon
Anna Sill
Cynthia Simpson
Premi Singh
Paige Sinkiewicz
Jackie Sinor
Sam Sirois
Julia Skaggs
Elizabeth Slater
Carolyn Smart
Marie Smith
Shelby Smith
Jennifer Smith
Kristy Smith
Beth Smith
Barbara Smith
Cheri Smith Tate
Rachel Snyder
Traci Snyder
Haley Sparrow
Elizabeth Spence
Robert Spencer
Lisa Staats
Alyssa Stafford
Shannon Staley
Kathy Stamp
Kerra Stephens
Sherry Stephens
Angie Stephenson
Laura Stewart
Rebecca Stewart
Dorothea Stewart
Rebecca Stith
Patty Stringer
Chris Sullivan
William Swann
Dawn Swift
Ashley Tabron
Amy Talley
Ann-Marie Taranto
Mary Tarrant
Katrina Tarson
Khadijah Tart
Stephanie Tavera Van Hassel
Charlotte Taylor
Laurie Taylor
Charlotte Taylor
Jessica Thigpen
Meghan Thompson
Julia Thurley
Mary Todd
Melissa Tolbert
Amanda Trivett
Barbara Truette
Mary Tubilleja
Candi Tucker
Pam Turner
Trudie Turner
Mika Twietmeyer
Elizabeth Tyler
Priscilla Tyson
Jenny Umbarger
Valerie Vajay
Teresa Vandiver
Mechelle Vaughn
Liza Veilleux
Vicki Vest
Becky Vodek
Lesley Wade
Julie Waldroup
Sarah Wall
Carol Walters
Lindsey Ward
Amy Ward
7. Lina Warren
Charles Warren
Shelley Wasko
Michael Waters
Megen Watkins
Kim Watson
Jaime Webster
Emily Weisz
Rheta West
Emily Westbrook
Sarah White
Jennifer White
Lauren Whitley
Wanda Wiley
Monica Wilkerson
Judith Williams
Sammi Williams
Danisha Williams
Sandra Willmott
Coretta Wilso
Karah Wilson
Billie Wilt
Melani Winter
Jennifer Wise
Liz Witte
Heather Wolf
Connie Wood
Wende Woodard
Brianne Wooten
Karen Worlds
Bill Worley
Jamie Wortg
Tiffany Wuzzardo
Jessica Yates
Jane York
Kim Young
Emily Young
Sara Young
8. Districts with Signers
Signers are individual teachers and do not
officially represent the school district
Alamance-Burlington School System
Alexander County Schools
Alleghany County Schools
Anson County Schools
Asheboro City Schools
Asheville City Schools
Avery County Schools
Beaufort County Schools
Bladen County Schools
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