Reports and Briefs

In this report, the UEPC reviews promising practices in special education teacher preparation by highlighting programs across the state of Utah.

The STEM AC 2021-2022 Professional Learning grant (PL) supports schools and districts through awarding one to three-year grants to support STEM learning, STEM professional development, and STEM-related needs. Since 2016, UEPC has partnered with STEM AC to determine the effectiveness and student level outcomes of program activities of the PL grant. The 2021-2022 annual report details program outcomes, overall evaluation findings, and program considerations for the 2022-2023 program year.

In this study, the Utah Education Policy Center provides evidence that students who are low-income use math personalized learning software for less time than students who are not low-income, with the gap in usage increasing in magnitude after the soft closure of Utah’s schools in March 2020. The benefits of usage were similar for students regardless of low-income status.

In this study, the Utah Education Policy Center presents evidence for a “digital use divide” in Utah wherein some students are using technology in ways that enhance their mathematics learning through student-centered and data-informed teacher support while other students are using technology in ways that lead to student disengagement and that contribute to educator disaffection.

The Utah Education Policy Center worked collaboratively with Utah’s STEM Action Center to ensure that the AmeriCorps Math Mentors Program was designed and implemented in ways that align with evidence-based and practice-informed guidelines for tutoring and mentoring programs.

The Utah Education Policy Center provided an external evaluation of a program that is designed to support the development of early mathematics skills in young children by developing and distributing resource kits to families.

In this report, the UEPC describes results from a statewide survey of special education teachers on their working conditions.

In January 2022, the UEPC surveyed early-career special education teachers across the state of Utah about their experiences in their teacher preparation programs and their perceptions of preparedness for their various professional responsibilities. This report provides a summary and analysis of these survey findings.

In this report, the UEPC examined the composition of Utah’s beginning special education teacher workforce. Specifically, this analysis focuses on changes in teacher/school characteristics and mobility patterns over time.

In this report, the UEPC compares teacher characteristics, school characteristics, and mobility patterns of beginning special education teachers and beginning general education teachers in Utah.