Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

This working paper from the Calder Center analyzes 25 years of data on the academic ability of teachers in New York State and finds widespread and continuously increasing gains in the academic ability of certified teachers as well as those entering teaching. The report identifies a decrease over time in the gap between academic ability of teachers at high and low poverty schools, and between white and minority teachers.

Supporting Student Success Through Time and Technology

This study by The National Center on Time & Learning takes an in-depth look at blended learning and expanded time in six schools, both traditional and charter, across the United States. The study includes a profile of each school and a seven-step plan to implement a blended learning program.

Building a Stronger Principalship Vol. 3: Districts Taking Charge of the Principal Pipeline

The third in a series of reports from the Wallace Foundation, this report examines six school districts and the methods they use to improve school leadership. The Wallace Foundation evaluated the following measures in this report: the use of performance standards and data systems in the principal hiring process and the provision of support and training for principals and assistant principals.

Doing the Math on Teacher Pensions: How to Protect Teachers and Taxpayers

This study from the National Council on Teacher Quality (NCTQ) includes a teacher pension report card for all 50 states and Washington, D.C., together with an in-depth analysis of teacher pension policies. The study provides information on flexibility, fairness, sustainability, and portability of teacher pension plans in each state.

In the Quest to Improve Schools, Have Teachers Been Stripped of Their Autonomy?

This brief by the Center for American Progress examines how much autonomy teachers have using recent data sets, including the Schools and Staffing Survey, state surveys, and other national polling data. Findings suggest that teachers are more autonomous and more satisfied than might be expected. The brief suggests areas for improvement that include increased support, improved salaries, and better working conditions for teachers.

Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

With the view that student reading proficiency in third grade is a key ingredient to future academic success and that teachers are fundamental in ensuring positive student outcomes, this brief by the Education Commission of the States (ECS) highlights 14 states currently requiring student teachers to pass an instruction-specific assessment in the science of reading instruction as part of their teacher preparation program.

Teachers Know Best: Teachers Views on Professional Development

Commissioned by the Bill & Melinda Gates Foundation to gain insights into professional development for teachers, this study found broad agreement among teaching professionals on what comprises good professional learning. It also found consensus among teachers regarding the need to support and develop their teaching skills because they directly impact student outcomes. However, only 29 percent of teachers included in the study were highly satisfied with the professional development currently available to them.

Smart Money

Based on the assumption that teacher pay is an important factor in teacher recruitment and retention, this report by the National Council on Teacher Quality (NCTQ) examines how different districts set teacher compensation rates. It investigates long-term compensation prospects for teachers and asks which districts offer opportunities for rapid advancement up the salary ladder.

The Case Against Quality-Blind Teacher Layoffs: Why Layoff Policies That Ignore Teacher Quality Need to End Now

Research conducted over time has shown that teacher quality is a key factor in improving student outcomes, but in many states schools are legally required to base layoff decisions on the length of service of their teachers. This report by TNTP makes the case for basing teacher layoff decisions on performance, not on the length of service.

Score Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools

This working paper by the Calder Center examines the predictive value of teacher applicant selection tools in Spokane Public Schools. The report seeks to find connections among the use of selection tools and teacher absences, teacher attrition rates, and teacher value-added contributions to student learning. Correlations are found between two of the three, with teacher absences showing no link. 


Subscribe to RSS - Publications