Publications

This paper presents findings from an analysis using student-level data over ten years to investigate the long-term impact of students having teachers of the same race in elementary grades.  Findings indicate that having a black teacher in grades 3-5 significantly reduces the likelihood of black male students, particularly those most economically disadvantaged, of dropping out of high school, and increases the likelihood that low-income black male and female students aspire to attend four-year colleges.

This report from Deans for Impact focuses on the application of “deliberate practice,” or activities based on research-based principles that are purposeful and designed to maximize improvement, to develop novice teachers. The report examines five key principles drawn from studies of individuals who have excelled in a variety of fields and how these principles can be used to develop teaching skill.

This report by the Center for American Progress (CAP) summarizes the findings of a 108-school district survey focused on human capital systems. CAP compares recruitment, selection, evaluation, and retention systems and practices used in school districts to those used in other sectors, including banking, retail, technology, and consulting. Additionally, CAP examines district practices for recruiting and supporting diverse candidates.

Explore how states are addressing talent development policies for coaches, mentors, instructional specialists, and teacher leaders. 

Teachers, district leaders, and school leaders can use these tools to determine their level of readiness for teacher leadership. 

This study by the Fordham Institute investigated whether districts are able to dismiss ineffective teachers who have tenure or veteran status. The authors report that in most districts, performance-based dismissal of tenured teachers is difficult, and if pursued is extremely vulnerable to challenge and thus can take years to achieve.

This CALDER study uses longitudinal data to examine gaps in teacher quality over time between advantaged and disadvantaged students in North Carolina and Washington. The report finds that teacher quality gaps have always existed, but the size of the gaps have varied over time and been driven by different dynamics, including changing student demographics and teacher mobility.

This report from EdTrust examines why retention rates of black teachers and teachers of color remain low. Based on qualitative data collected during focus group sessions comprising 150 black teachers across the U.S., the report reveals the challenges black teachers face in schools and classrooms that contribute to a lack of diverse teachers.

This brief summarizes findings from Wallace Foundation’s Principal Pipeline Initiative, where six urban school districts collaborated with universities to offer principal preparation programs, directed toward high-potential aspiring leaders. Designed to be a resource for districts and policymakers, the brief examines the approaches taken by the districts between 2011 and 2015, and describes the results and lessons learned.