Teacher and Leader Development
Differential Responses to Teacher Evaluation Incentives: Expectancy, Race, Experience, and Task
Teacher evaluation systems and their associated incentives have produced fairly mixed results. Our analyses are motivated by theory and descriptive evidence that accountability systems are highly racialized, and that individuals are less likely to respond to incentives when they have low… more →
Career Sequences and Unequal Sorting of Subject Area Teachers along the Path to the Principalship
The path to becoming a school principal is characterized by a variety of trajectories that reflect the diverse experiences and backgrounds of aspiring leaders. While ideally the road to the principalship would result in a proportional and representative body of principals, research has shown… more →
Do Mid-Career Teacher Trainees Enter and Persist Like Their Younger Peers?
In the context of an ongoing national conversation about teacher shortages, we build on prior literature on the efficacy of teacher certification pathways by comparing entry and exit patterns based on age at the time of certification. All trainees who complete a state certification process have… more →
The Decline in Teacher Working Conditions During and After the COVID Pandemic
We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the pandemic was not… more →
(Dis)connection at Work: Racial Isolation, Teachers’ Job Experiences, and Teacher Turnover
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which… more →
The Returns to Experience for School Principals
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes,… more →
Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland
Despite substantial interest in Career and Technical Education (CTE) courses in U.S. high schools—and associated scholarship on this topic—very little is known about characteristics of CTE teachers who are a critical resource for program implementation and expansion. Using eight years of… more →
How Teachers Learn Racial Competency: The Role of Peers and Contexts
This paper investigates how teachers learn about race in the school context, with a particular focus on teachers’ development of racial competency. Using in-depth, semi-structured interviews we find that teachers learn through three sources: from their peers, from years of experience, and from… more →
The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity
Teachers’ professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader institutional environment shapes teachers’ professional identities. In this study, I bridge institutional logics with theory on teacher professional… more →
Disparate Pathways: Understanding Racial Disparities in Teaching
Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding… more →
The extent and consequences of teacher biases against immigrants
We study the extent and consequences of biases against immigrants exhibited by high school teachers in Finland. Compared to native students, immigrant students receive 0.06 standard deviation units lower scores from teachers than from blind graders. This effect is almost entirely driven by… more →
Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse
Despite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet, few studies make comparisons across different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with… more →
Teacher Licensure and Workforce Quality: Insights from Covid-Era Emergency Licenses in Massachusetts
Much recent debate among policymakers and policy advocates focuses on whether states should reduce teacher licensure requirements to ease the burdens of recruiting high quality teachers to the workforce. We examine the effectiveness of individuals who entered the teacher workforce in… more →
Next-Generation Teacher Evaluation in Rural Missouri: Main and Moderated Effects on Student Achievement and Effects-to-Expenditure Ratios
We extend teacher evaluation research by estimating a reformed evaluation system's plausibly causal average effects on rural student achievement, identifying the settings where evaluation works, and incorporating evaluation expenditures. That the literature omits these contributions is… more →
What matters and for whom? Exploring characteristics of teacher residency programs and their relationship to participant perceptions
This concurrent mixed methods study descriptively explores teacher residency programs (TRPs) across the nation. We examine program and participant survey data from the National Center for Teacher Residencies (NCTR) to identify important TRP structures for resident support.
Clinical teaching learning trajectory: Exploring field supervisor written feedback on clinical teacher pedagogy
Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which… more →
Grow Your Own: An Umbrella Term for Very Different Localized Teacher Pipeline Programs
“Grow Your Own” (GYO) programs have recently emerged as a promising approach to expand teacher supply, address localized teacher shortages, and diversify the profession. However, little is known about the scale and design of GYO programs, which recruit and support individuals from the local… more →
Making Moves: The Role of Demotion in School Leadership
This study examines the experience of demotion from a principalship to an assistant principalship and how race and gender can differentially impact career trajectories. Using administrative state dataset of 10,946 observations at the principal level, we used probit regression to determine the… more →
Improving Teachers’ Questioning Quality through Automated Feedback: A Mixed-Methods Randomized Controlled Trial in Brick-and-Mortar Classrooms
While recent studies have demonstrated the potential of automated feedback to enhance teacher instruction in virtual settings, its efficacy in traditional classrooms remains unexplored. In collaboration with TeachFX, we conducted a pre-registered randomized controlled trial involving 523 Utah… more →
Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment
Practice-based teacher education has increasingly been adopted as an alternative to more traditional, conceptually-focused pedagogies, yet the field lacks causal evidence regarding the relative efficacy of these approaches. To address this issue, we randomly assigned 185 college students to one… more →