Widline Guerrier, 17, a Bassick High School senior in Bridgeport, wants more challenge. She is tired of friends picking on where she attends high school and insinuating her courses are less rigorous than theirs.
Judy Whittingham, a parent with three children at Bassick, wants books that go home with students, even if they have to be rented. She wants kids to respect their teachers a little bit more.
Jerond Rogers, another parent who has a pair of juniors at the high school, wants to see his kids excited to learn.
Ever so slowly, …

Eighth-semester undergraduate at Neag blogs about her experiences through UConn Welcome Mat
In UConn’s Neag School of Education, one of the highlights of the program is our many experiences with classroom observations. Each semester students are required to go to a school for at least six hours per week to watch, learn and help in as many ways as possible. By the end of our undergraduate career, we have over 200 hours of classroom time under our belts, which will help us immensely when we have our own classrooms. We are …

Did you know 165 out of 166 school districts in Connecticut employed Neag alumni in the 2009-10 school year?
Did you know that 3,094 Neag alumni currently work in Connecticut schools?
Neag’s assessment director, Mary Yakimowski, and graduate students have been analyzing employment patterns of 1986-2008 graduates. The demographics tracked annually include where the graduates are working, how each category is broken down by gender and race/ethnicity, and even which districts employ the most graduates from each field or concentration. Of the 166 school districts in CT, only one district, Derby, did …

Every battlefield has yielded its share of wounded warriors, but in the aftermath of U.S. involvement in Vietnam, the Gulf War and the conflicts in Iraq and Afghanistan, veterans with disabilities now receive as much attention for their cognitive and psychological impairment as they do for their physical wounds. For Neag Associate Professor Joseph Madaus, that attention must include greater opportunities for a college education.
Madaus, director of the Neag School’s Center on Postsecondary Education and Disability, served last year as the editor of a special issue of the Journal of …

Both white and minority children in Connecticut’s magnet schools showed stronger connections to their peers of other races than students in their home districts, and city students made greater academic gains than students in non-magnet city schools, Casey Cobb and a team of colleagues found in research commissioned by the state.
Cobb, associate professor of education policy and director of the Center for Education Policy Analysis at the Neag School of Education, says an analysis of school climate variables indicating positive racial attitudes favored magnet school populations.
“The likelihood that they would …