Educator preparation, professional development, performance and evaluation

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 →

Much is known about how to attract, develop, and retain a strong and stable teacher workforce, and states across the country are taking action to address their teacher shortages in ways that strengthen their overall teacher workforce.

This report reviews findings from 35 major studies that speak to the question of principal turnover. Within these studies, researchers have examined principal turnover nationally and within states and districts, primarily investigating the relationships between principal turnover and various… more →

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student… more →

Estimates of teacher “value-added” suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the… more →

Despite wide achievement gaps across California between students from different racial and socioeconomic backgrounds, some school districts have excelled at supporting the learning of all their students. This analysis identifies these positive outlier districts—those in which students of color,… more →

In recent years, states have sought to increase accountability for public school teachers by implementing a package of reforms centered on high-stakes evaluation systems. We examine the effect of these reforms on the supply and quality of new teachers. Leveraging variation across states and time… more →

Few topics in education policy have received more attention than teacher turnover—and rightly so. The cost of losing a good teacher can be substantial and is born most directly by students. It is now widely recognized that teachers differ considerably in their ability to improve student outcomes… more →

Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation… more →

Teacher evaluation policies seek to improve student outcomes by increasing the effort and skill levels of current and future teachers. Current policy and most prior research treats teacher evaluation as balancing two aims: accountability and skill development. Proper teacher evaluation design… more →

Despite frequent political and policy debates, the effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of… more →

Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining several distinct interventions… more →

We study the adoption and implementation of a new mobile communication app among a sample of 132 New York City public schools. The app provides a platform for sharing general announcements and news as well as engaging in personalized two-way communication with individual parents. We provide… more →

More than half of U.S. children fail to meet proficiency standards in mathematics and science in fourth grade. Teacher professional development and curriculum improvement are two of the primary levers that school leaders and policymakers use to improve children’s science, technology, engineering… more →

In an effort to reduce the STEM gender gap, policymakers often propose providing women with close mentoring by female scientists. This is based on the idea that female scientists might act as role models and counteract negative gender stereotypes that are pervasive in science fields. However, as… more →

This paper reports improvements in teacher job performance, as measured by student test scores, resulting from a program of (zero-) low-stakes peer evaluation. Teachers working at the same school observed and scored each other’s teaching. Students in randomly-assigned treatment schools scored 0.… more →

Using statewide data from Tennessee over more than a decade, this paper estimates the job performance returns to principal experience as measured by student, teacher, and principal outcomes. I find that principals improve substantially over time, evidenced by higher student achievement, higher… more →

How should teachers spend their STEM-focused professional learning time? To answer this question, we analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. We found that programs work best when focused on building knowledge teachers can use during instruction… more →

We examine whether virtual advising – college counseling using technology to communicate remotely – increases postsecondary enrollment in selective colleges. We test this approach using a sample of approximately 16,000 high-achieving, low- and middle-income students identified by the College… more →