This report is the fourth in a series that analyzes data from the U.S. Department of Education’s Office for Civil Rights’ Civil Rights Data Collection (CRDC) to determine how this data can be used to support effective high school reform. To read each of the reports in All4Ed’s series on how equitable and effective school discipline policies and equitable access to rigorous and engaging curriculum work together to create a positive school climate, as well as policy recommendations for improving school climate, check out the full Climate Change series, available below.
With schools implementing higher academic standards that require engaging and effective teaching, a new report from All4Ed in partnership with the National Opportunity to Learn Campaign finds that far too many low-income students and students of color do not have access to great teaching that supports a positive school environment.
Citing that teachers do not always have the preparation and support needed to develop these skills, the report offers several federal, state-, and local-level policy recommendations to support the teaching needed to create a positive school climate.
This report was written by Joseph Bishop, PhD, director of policy at the National Opportunity to Learn Campaign; Jessica Cardichon, EdD, senior director of policy and advocacy at All4Ed; and Martens Roc, a policy and advocacy associate at All4Ed.