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Although the number of minority teachers more than doubled between 1987 and 2012, high turnover rates have undermined efforts to diversify the teacher workforce. Improving school organization, management, and leadership can support improved retention of minority teachers, according to this report, which examines and compares the recruitment, employment, and retention of minority and nonminority teachers over the past quarter century.

As students return to school this year, many will be in one of the more than 100,000 classrooms across the country staffed by an instructor not fully qualified to teach. This shortage of qualified teachers is almost entirely due to teachers leaving the profession and about 2/3 of teachers who leave do so for reasons other than retirement. This study looks at who is leaving, why, who is impacted, and policy considerations.

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 different schools each year. In addition to aggravating teacher shortages, high turnover rates lower student achievement and are costly for schools. This brief examines turnover trends and causes and concludes that policies to stem teacher turnover should target compensation, teacher preparation and support, and teaching conditions.

Principals are essential to improving student achievement and narrowing persistent achievement gaps. The Every Student Succeeds Act (ESSA) provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set-aside under Title II. This brief summarizes the evidence about the importance of principals, describes research-based practices in leadership development, and outlines promising, evidence-based investments from submitted and draft ESSA state plans.

Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance and can decide how to use these measures to identify schools for intervention and support and to encourage systems of continuous improvement. The decision rule approach can encourage greater attention to each of the measures, offer more transparency about how school performance factors into identification, and support more strategic interventions than those informed only by a single rating, ranking, or grade. This brief describes five options for using decision rules that are designed to meet ESSA’s requirements and support states' use of systems that encourage continuous improvement across all schools.

Twenty-first-century learning requires sophisticated forms of teaching to develop student competencies, such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. Effective professional development is needed to help teachers learn and refine the pedagogies required to teach these skills, but research has noted that many professional development initiatives appear ineffective. This fact sheet answers the question: What are the features of effective professional development?

Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This report details key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning.

Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support.

Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This brief outlines key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning.