Teachers In High-Minority Schools Sense Little Support

Education Daily (5/1, Gossman) reports that a new report from UCLA's Civil Rights Project/Proyecto Derechos Civiles on teachers' perceptions about "race, stability, and socioeconomic status on school climate and students," suggesting that it "could inform the national and local K-12 policy debate as stakeholders awaiting ESEA reauthorization tackle student and teacher equity issues and achievement goals. 'Accompanying the profound transition among the school-aged population is a set of policy initiatives that heavily sanction schools and teachers struggling to meet the needs of their students. ... Instead of providing support and incentives for teachers who commit to working in hard-to-staff and under-resourced schools, we have adopted punitive measures that may discourage or derail long-term commitments to building inclusive school communities,'" the report says.