As the diversity of students in our schools continues to grow, the arguments for policies meant to improve representation among teachers have more and more evidence to support them.
Teachers who perform well and want to teach beyond the prescribed plan retirement age shouldn’t be punished
An experimental study conducted by Mathematica has determined that new teachers who joined Teach for America during a period earlier this decade when the organization was rapidly expanding performed at a level similar to that of the teachers already working in the schools where they were assigned.
We can provide more students with the teachers they need by leveraging online learning.
The New York Times’ Room for Debate page focuses on teacher quality this week.
Eric Westervelt of nprED looks into why enrollment in teacher training programs seems to be dropping in many states.
Doug Lemov’s work identifying what “champion” teachers do has been nothing short of transformational.
How much of the problem lies in our teaching, and what’s to be done about it?
Teach for America has notified its partner districts that it is on track to train a smaller corps of teachers this year, possibly falling short of demand for its teachers by 25 percent.
In the fantasy world that the National Institute on Retirement Security has created, state pension plans do a bang-up job of delivering benefits to workers. That’s just not the reality of the world we live in.
Mike Petrilli interviews Dana Goldstein about her new book on teachers.
The New Jersey Department of Education has produced a report on the status of its new teacher evaluation efforts.
Given their steady revenues, credentialing authority, political relationships, and millions of alumni not much interested in major change, “blowing up” the existing schools of education is just not a viable option. It’s not even a desirable one.
A court ruling is potentially very problematic for new teachers and those who aren’t yet teaching.
If teachers are the most-important in-school factor for student growth, we certainly don’t act like it.
There is now substantial evidence that value-added estimates capture important information about the causal effects of teachers and schools
A common perception about how we pay public sector workers is fundamentally flawed.
On Monday, the Philadelphia School Reform Commission shocked the city by announcing that it would unilaterally cut health care benefits to city teachers rather than continue to negotiate with the teacher’s union.
While most TFA teachers may not realize it, almost all are losing out on retirement benefits for their time in the classroom.
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Charter schools and their teachers pay the same high employer and employee contribution rates as all other schools, but higher turnover rates mean their teachers will get much less in return.
The Empire Center and several other organizations have published a database of New York teacher and administrator pensions that lists the pensions and service years of every member.
Addressing the design flaws we have identified in teacher evaluation systems will bring districts closer to achieving the primary goal of meaningful teacher evaluation: assuring greater equity in students’ access to good teachers.