Why Bank Street?

The Graduate School of Education develops well-prepared educators and leaders who make a difference in real world settings.

A Bank Street education is a meaningful investment in your career. Our graduates are highly valued by school systems and institutions. In addition to being sought-after professionals, Bank Street graduates are extremely satisfied with their preparation and with their careers.

Research documenting the impact of Graduate School of Education programs shows our teacher preparation model develops well-prepared, effective teachers who feel well versed in all subject matters. The Teaching for a Changing World: The Graduates of Bank Street College of Education study conducted by the Stanford Center for Opportunity Policy in Education shows the student outcomes noted below. Read the full study

Bank Street Teachers…

Improve Student Learning.

Bank Street graduates with more than two years of teaching experience demonstrated greater value-added to student test scores in English Language Arts than other experienced teachers in New York City. Overwhelmingly, 90% of employers say Bank Street graduates are “well” or “very well” prepared as teachers.

Stay In Education.

Bank Street graduates enter and remain in the field of education at high rates, with 87% remaining in the field of education and 57% reporting that they are working as a P–12 classroom teacher (across a survey of one dozen years).

Express Confidence.

Bank Street graduates report higher confidence in content area preparation than peers from other graduate schools: an 18% advantage in science, a 20% advantage in English language and literacy, and a 23% advantage in math.

Are Prepared.

87% of Bank Street graduates feel their teacher preparation program was “effective” or “very effective” vs. 66% of comparison teachers.

Understand Quality Instruction.

Bank Street graduates were significantly more likely than comparison teachers to report they were “well” or “very well” prepared to develop curriculum that builds on students’ experiences, interests, and abilities (86% vs. 54%), use knowledge of learning, subject matter, curriculum, and student development to plan instruction (86% vs. 60%), and develop a classroom environment that promotes socio-emotional development and questioning and discussion skills (83% vs. 51%).