Educator preparation, professional development, performance and evaluation

Researchers are rarely satisfied to learn only whether an intervention works, they also want to understand why and under what circumstances interventions produce their intended effects. These questions have led to increasing calls for implementation research to be… more →

Recent interest to promote and support replication efforts assume that there is well-established methodological guidance for designing and implementing these studies. However, no such consensus exists in the methodology literature. This article addresses these challenges by describing design-… more →

This article takes stock of where the field of behavioral science applied to education policy seems to be at, which avenues seem promising and which ones seem like dead ends. I present a curated set of studies rather than an exhaustive literature review, categorizing interventions by whether… more →

COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers’ experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9… more →

High rates of principal turnover nationally mean that school districts constantly are called on to recruit and select new principals. The importance of a school’s principal makes choosing candidates who will be effective paramount, yet we have little evidence linking information known to school… more →

Assistant principals are important education personnel, both as essential members of school leadership teams and apprentice principals. However, empirical evidence on their career outcomes remains scarce. Using statewide administrative data from Tennessee and Missouri, we provide the first… more →

Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been… more →

Many education policymakers and system leaders prioritize recruiting and developing effective school leaders as key mechanisms to improve school climate and student learning. Despite efforts to select and support successful school leaders, however, relatively little is understood about the prior… more →

Despite calls for more evidence regarding the effectiveness of teacher education practices, causal research in the field remains rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the context of teacher education… more →

Teaching is often assumed to be a relatively stressful occupation and occupational stress among teachers has been linked to poor mental health, attrition from the profession, and decreased effectiveness in the classroom. Despite widespread concern about teachers’ mental health, however, little… more →

While teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey… more →

We study racial bias and the persistence of first impressions in the context of education. Teachers who begin their careers in classrooms with large black-white score gaps carry negative views into evaluations of future cohorts of black students. Our evidence is based on novel data on blind… more →

Narrative accounts of classroom instruction suggest that external interruptions, such as intercom announcements and visits from staff, are a regular occurrence in U.S. public schools. We study the frequency, nature, and duration of external interruptions in the Providence Public School District… more →

Using rich longitudinal data from one of the largest teacher education programs in Texas, we examine the measurement of pre-service teacher (PST) quality and its relationship with entry into the K–12 public school teacher workforce. Drawing on rubric-based observations of PSTs during clinical… more →

Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. Beginning in 2008-09, Pennsylvania’s Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-… more →

Newly emerging teacher residency programs offer an innovative approach to recruiting and retaining high-quality teachers for hard-to-staff schools. This report summarizes the features of these programs and research about their practices and outcomes.

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national data sets reported in this paper. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower… more →

Without changes in current policies, U.S. teacher shortages are projected to grow in the coming years. Teacher turnover is an important source of these shortages. About 8% of teachers leave the profession each year, two-thirds of them for reasons other than retirement. Another 8% shift to… more →

This study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system. Using the National Center for Education Statistics’ Schools and Staffing Survey/Teacher Follow-Up… more →

Research illustrates the importance of greater teacher diversity because of the substantial benefits teachers of color provide to all students, and to students of color in particular. Studies also show that policies must focus more effectively on retention of teachers of color, if diversity in… more →