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Re-Assessing Teacher Education Quality: What NCTQ Isn’t Telling Us About the Impact and Value of HBCUs by Alice Ginsberg, Marybeth Gasman, Andrés Castro Samayoa & Francisco Ramos - September 08, 2015This article argues that rankings and decontextualized criticisms, when applied to HBCUs, are especially damaging and it is worth rethinking our standards for teacher education quality and accountability. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Alice Ginsberg
Penn Center for Minority Serving Institutions
E-mail Author
ALICE GINSBERG serves as the Assistant Director for Research at the Penn Center for Minority Serving Institutions. She also teaches in the teacher education and higher education programs at the University of Pennsylvania. Alice is an expert on teacher education, social justice education, and education for low-income and students of color. Her latest book is Embracing Risk In Urban Education (Rowman & Littlefield, 2012).
- Marybeth Gasman
University of Pennsylvania
E-mail Author
MARYBETH GASMAN serves as the Director of the Penn Center for Minority Serving Institutions and is a Professor in the Graduate School of Education at the University of Pennsylvania. Her areas of expertise include Minority Serving Institutions—historical and contemporary issues surrounding them, fundraising and philanthropy, and race and class in the United States. Her latest book is Educating a Diverse Nation: Lessons from Minority Serving Institutions (Harvard University Press, 2015).
- Andrés Samayoa
Penn Center for Minority Serving Institutions
E-mail Author
ANDRÉS CASTRO SAMAYOA serves as a research assistant at the Penn Center for Minority Serving Institutions and is a Ph.D. student in the higher education division at the University of Pennsylvania. His interests pertain to diversity in higher education and LBGT issues.
- Francisco Ramos
Duke University
E-mail Author
FRANCISCO RAMOS serves as the Manager of Program Evaluation & Assessment at Duke University. Prior to this position, he served as a post-doctoral fellow at the Penn Center for Minority Serving Institutions. He has expertise in the anthropology of education.
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