The following is an open letter sent to President Donald Trump and the United States Education Department.
January 23, 2025
The Honorable Donald J. Trump
President of the United States
The White House
1600 Pennsylvania Avenue NW
Washington D.C. 20500
Dear Mr. President,
Congratulations on your inauguration. I write to you concerning a matter that is critical to the success of our great nation: teacher quality. Strengthening teachers strengthens our United States of America.
A well-educated and highly skilled citizenry is essential to the survival and success of our nation. Today's students will soon defend our country, lead in our communities, and meet tomorrow's challenges with innovation and ingenuity. Therefore, the prosperity and security of our nation depend greatly on the quality of our teacher workforce.
The federal government can play a role in promoting teacher quality in three important ways: first, by enforcing the "equity provisions" of the Elementary and Secondary Schools Act (ESSA); second, by regularly collecting and reporting data on teachers; and third, by investing in state teacher data systems.
Enforce the "Equity Provisions" of ESSA
The Elementary and Secondary Schools Act requires that all states collect and report data demonstrating that there is equitable distribution of teacher talent among the schools, regardless of the demographics of the students. This provision exists because historically, the least experienced and least effective teachers tend to be concentrated in the schools with predominantly Black and brown students, or teaching in schools where the majority of children live in poverty. The federal government, through regulations, must establish clear guidance to states, such as definitions of what data they should collect and timelines for reporting and refreshing the data.
Without the data, we have no idea which states are leading or lagging when it comes to student access to qualified and effective teachers. Without the data, we're stumbling about in the dark, searching for the light switch.
Collect and Report Data on Teachers
In addition to equitable-access data required by law, researchers and education advocacy organizations like mine, the National Council on Teacher Quality (NCTQ), rely on federal data about teachers to advance the quality of the teaching profession. Federally mandated Title II data on the demographics of who is enrolling in teacher preparation programs, and how many are enrolling and completing their programs, provides important insights into current and future teacher shortages or surpluses. It also helps us gauge the attractiveness of teaching as a profession. Having this data helps watchdog organizations like NCTQ hold programs accountable for preparing teachers effectively and highlighting the best among them.
Invest in State Teacher Data Systems
Teacher data at the state level is also essential. To strengthen teacher effectiveness across the United States, the federal government should invest in state teacher data systems that track supply and demand. Policymakers can then use disaggregated data—by subject area, location, and grade level—to anticipate recruitment, hiring, and retention needs, ensuring all students have access to effective teachers.
Robust teacher data systems help us answer questions such as: Where are the vacancies in each district? Where are the shortages in the state? Where are the surpluses? Which teacher preparation programs are meeting districts' demands for positions? What districts in a state are leading the way in attracting and retaining effective teachers? Such data systems can help identify gaps in access, like whether students living in poverty are being assigned to unqualified, inexperienced teachers at higher rates than more affluent students, for example.
In 1961, President John F. Kennedy reminded us that "the human mind is our fundamental resource." You have the opportunity to ensure our nation's youngest minds have access to teachers who will develop them to their fullest potential. By enforcing ESSA's equity provisions, supporting data-driven teacher preparation and retention efforts, and investing in robust state-level teacher data systems, you can help to ensure every child in our nation has access to effective teachers—because when teachers thrive, America thrives.
Sincerely,
Dr. Heather G. Peske
President, National Council on Teacher Quality
CC: Acting Secretary of Education Denise Carter
January 23, 2025
The Honorable Donald J. Trump
President of the United States
The White House
1600 Pennsylvania Avenue NW
Washington D.C. 20500
Dear Mr. President,
Congratulations on your inauguration. I write to you concerning a matter that is critical to the success of our great nation: teacher quality. Strengthening teachers strengthens our United States of America.
A well-educated and highly skilled citizenry is essential to the survival and success of our nation. Today's students will soon defend our country, lead in our communities, and meet tomorrow's challenges with innovation and ingenuity. Therefore, the prosperity and security of our nation depend greatly on the quality of our teacher workforce.
The federal government can play a role in promoting teacher quality in three important ways: first, by enforcing the "equity provisions" of the Elementary and Secondary Schools Act (ESSA); second, by regularly collecting and reporting data on teachers; and third, by investing in state teacher data systems.
Enforce the "Equity Provisions" of ESSA
The Elementary and Secondary Schools Act requires that all states collect and report data demonstrating that there is equitable distribution of teacher talent among the schools, regardless of the demographics of the students. This provision exists because historically, the least experienced and least effective teachers tend to be concentrated in the schools with predominantly Black and brown students, or teaching in schools where the majority of children live in poverty. The federal government, through regulations, must establish clear guidance to states, such as definitions of what data they should collect and timelines for reporting and refreshing the data.
Without the data, we have no idea which states are leading or lagging when it comes to student access to qualified and effective teachers. Without the data, we're stumbling about in the dark, searching for the light switch.
Collect and Report Data on Teachers
In addition to equitable-access data required by law, researchers and education advocacy organizations like mine, the National Council on Teacher Quality (NCTQ), rely on federal data about teachers to advance the quality of the teaching profession. Federally mandated Title II data on the demographics of who is enrolling in teacher preparation programs, and how many are enrolling and completing their programs, provides important insights into current and future teacher shortages or surpluses. It also helps us gauge the attractiveness of teaching as a profession. Having this data helps watchdog organizations like NCTQ hold programs accountable for preparing teachers effectively and highlighting the best among them.
Invest in State Teacher Data Systems
Teacher data at the state level is also essential. To strengthen teacher effectiveness across the United States, the federal government should invest in state teacher data systems that track supply and demand. Policymakers can then use disaggregated data—by subject area, location, and grade level—to anticipate recruitment, hiring, and retention needs, ensuring all students have access to effective teachers.
Robust teacher data systems help us answer questions such as: Where are the vacancies in each district? Where are the shortages in the state? Where are the surpluses? Which teacher preparation programs are meeting districts' demands for positions? What districts in a state are leading the way in attracting and retaining effective teachers? Such data systems can help identify gaps in access, like whether students living in poverty are being assigned to unqualified, inexperienced teachers at higher rates than more affluent students, for example.
In 1961, President John F. Kennedy reminded us that "the human mind is our fundamental resource." You have the opportunity to ensure our nation's youngest minds have access to teachers who will develop them to their fullest potential. By enforcing ESSA's equity provisions, supporting data-driven teacher preparation and retention efforts, and investing in robust state-level teacher data systems, you can help to ensure every child in our nation has access to effective teachers—because when teachers thrive, America thrives.
Sincerely,
Dr. Heather G. Peske
President, National Council on Teacher Quality
CC: Acting Secretary of Education Denise Carter