"UNC should be more actively involved in solving North Carolina’s public education challenges."
- UNC Tomorrow Commission Final Report and Recommendations, Sec. 4.3
HOW IS UNC RESPONDING > > >
At General Administration:
STEM Inventory – Through the hard work of Alisa Chapman and others, UNC GA has assembled a statewide systemic inventory of initiatives in the academic disciplines of science, technology, engineering and mathematics (STEM) impacting the preparation of more and better mathematics and science teachers. Each of the sixty-four inventory entries, when applicable, include an overview of the program or initiative and the following components: population(s) being served, service area, internal and external evaluation, funding sources, affiliation, year established, legislative reference, contact information, and additional comments. The analysis from this inventory is being used to determine what is missing system-wide and state-wide. To the extent possible, action plans will be developed with key issues that need to be addressed to improve the quality of mathematics and science preparation in the state.
Teacher Enrollment Growth Plan and Productivity Goals - UNC is expanding its rolling five-year accountability plan to increase the supply of new teachers available to address the state's needs. Projection models through 2020-21 for overall and high-need areas have been used to guide institutional planning efforts. Final negotiations with UNC Chief Academic Officers will be complete this spring to set expanded productivity goals for the accountability plan for three additional years (2010-11 through 2012-13) for overall traditional teacher education graduates, overall alternative licensure completers, and traditional and alternative goals for identified high-need licensure areas.
Teacher Quality Research Initiative - To better investigate the preparation of high quality teachers graduating from UNC teacher education programs, a teacher quality research strategy has been identified. Three separate research models have been developed to track teacher education graduates' entry into the field, retention and persistence once employed, and impact on K12 student achievement. The results are being used to drive policy decisions for teacher education program quality throughout UNC institutions and K12 schools in the state.
As part of the Teacher Quality Research Initiative, the UNC General Administration has partnered with researchers from UNC Chapel Hill, East Carolina University, and the UNC Chapel Hill Frank Porter Graham Child Development Institute to conduct research that allows the University to assess the impact of teacher preparation routes and programs on K12 student performance (test scores). Utilizing data assembled and matched uniquely for this research effort, the analysis incorporates almost a half a million high school end of course test scores in mathematics, science, and language arts as well as middle school reading and mathematics test scores, and takes into account a variety of factors that impact student performance. This research will allow UNC to more accurately assess the quality of the public school teachers educated through its teacher preparation programs and identify areas for improvement so as to produce not only more teachers, but also better prepared teachers.
On UNC's Campuses:
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