Virtually everybody interested in improving the performance of schools concentrates on the importance of teacher quality. Yet policy recommendations related to teacher quality frequently do not incorporate existing evidence about performance. This paper reviews the various strands of research related to teacher quality including: the role of aggregate salaries, the supply of teachers with different characteristics, the relationship between teacher characteristics and student achievement, and direct estimates of the value-added of teachers. This evidence is then related to current policy initiatives as generally bounded by recommendations to tighten up on teacher qualifications and recommendations to loosen up on entry with stronger subsequent incentives. - by Eric A. Hanushek and Steven G. Rivkin
Here's an article regarding the difference that quality of teaching makes http://hanushek.stanford.edu/publications/high-stakes-research
The cost of education continues to be the...
October 4, 2017
Dear Lisa Rinaldo,
On behalf of the Behavior Analyst Certification Board (“BACB”), I am pleased to confirm your continued status as an Authorized Continuing Education (ACE) provider. Your provider number remains OP-07-0134, and your next renewal date is August 31, 2017. Please record this information in an easily retrievable location, as you will need it when interacting with other professionals, consumers, and the BACB.
Also attached is the logo for your continued use as an ACE provider. Please note that you may not alter or modify the logo, except as provided at
The BACB maintains an ACE provider registry on our website. Although it is updated regularly, it is not necessarily the definitive documentation of ACE provider status. If a consumer, a certificant, or a state agency needs to verify your status as an ACE provider in an official capacity, please have them contact us.
The BACB requires an annual renewal for maintaining...
The Supreme Court of the United States heard a case from Denver, Colorado Federal Court about an autistic child and his family defending accountable progress. The Court found in an 8 - 0 decision that the family has a right to expect more than just de mini is (or minimum) progress.
What that UNANYMOUS decision means for parents and districts is either great or horrid depending on your perspective. To frame the issue in what is likely an overly simplistic reduction of logic the case came down to whether a parent of a child with a disability had a right to expect more than what the Court called "minimum" education.
I may be one of perhaps a half dozen folk in the USA to weigh in on this from a multiple perspectives. First and most importantly I did battle with our local school district here in NJ on behalf of my son for many years; on this exact same issue. At the time, I was also a permanently licensed school principal in NY State and by the middle of...
We received the following good news from the Behavior Analyst Certification Board:
We are pleased to announce that the BACB has received accreditation of its Registered Behavior Technician™ (RBT) credential by the National Commission for Certifying Agencies (NCCA).
NCCA is the accreditation body of the Institute for Credentialing Excellence and its accreditation helps demonstrate that a credential has met the rigorous standards established by the credentialing industry. The BACB’s Board Certified Behavior Analyst (BCBA) and Board Certified Assistant Behavior Analyst (BCaBA) credentials have been NCCA accredited since 2007.
The RBT is the first behavior technician credential to become accredited based upon NCCA’s current heightened standards, which were enacted in 2016. This development means that the BACB is now the only organization in behavior analysis to offer professional credentials at every educational level (graduate, undergraduate, high school), all of which...