Related Research: Educator Quality

Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth

Joseph Bishop, Linda Darling-Hammond, and Ann Jaquith
2016 | This paper by Joseph Bishop, Linda Darling-Hammond, and Ann Jaquith details how California school districts can leverage professional learning to implement new standards. Included are strategies for supporting professional learning, resources for districts, and guidance on developing Local Control and Accountability Plans aligned with district professional learning strategies. Appendices describe effective elements of professional learning and examples of effective professional learning for principals, and provide an overview of California's Quality Professional Learning Standards, including district examples.

Productivity Returns to Experience in the Teacher Labor Market: Methodological Challenges and New Evidence on Long-Term Career Improvement

John P. Papay and Matthew A. Kraft
2015 | John P. Papay and Matthew Kraft present new evidence on the relationship between teacher productivity and job experience. Consistent with past research, they find that teachers experience rapid productivity improvement early in their careers. However, they find suggestive evidence of returns to experience later in the career, indicating that teachers continue to build human capital beyond these first years.

Professional Learning: A Community of Practice for Great Schools

Linda Darling-Hammond
2015 | In this interview, Linda Darling-Hammond describes the optimal way in which professional learning can be developed and implemented for teachers and school leaders. She emphasizes that teachers need to collaborate within a school and also to have the opportunity to be part of a learning community with other schools. She explains that schools that are most successful are those where teachers, parents, and community organizations create relationships that support students inside and outside the school.

Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students

Dan Goldhaber, Lesley Lavery, and Roddy Theobald
2015 | In this study, authors Dan Goldhaber, Lesley Lavery, and Roddy Theobald analyze the inequitable distribution of input and output measures of teacher quality across various indicators of student disadvantage across all school districts in Washington state. The authors demonstrate that in elementary, middle, and high school classrooms, virtually every measure of teacher quality examined is inequitably distributed across every indicator of student disadvantage—free/reduced-price lunch status, underrepresented minority, and low prior academic performance.

Mid- and Late-Career Teachers Struggle With Paltry Incomes

Ulrich Boser and Chelsea Straus
2014 | This report, by Ulrich Boser and Chelsea Straus, examines the salaries of mid- and late-career teachers to determine if wages are sufficient to attract and retain the nation’s most talented individuals. The authors found that in many states, the base salary of experienced teachers is “painfully low.” Teachers with 10 years of experience who are family breadwinners often qualify for federal assistance and a large percentage of teachers work second jobs to supplement their income.

Seven Trends: The Transformation of the Teaching Force

Richard Ingersoll, Lisa Merrill, and Daniel Stuckey
2014 | This report by Richard Ingersoll and colleagues utilizes survey data on teachers to identify trends and changes in the teaching profession from 1987-2012. The authors found seven trends; namely, that the profession has become larger, grayer, greener, more female, more diverse (by race and ethnicity), more consistent in academic ability, and less stable. The report explores why these trends may have come to be and their importance, opening the door to further exploration and research.

Teacher Learning Through Assessment: How Student-Performance Assessments Can Support Teacher Learning

Linda Darling-Hammond and Beverly Falk
2013 | This report, by Linda Darling-Hammond and Beverly Falk, describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and internationally. The authors discuss how teachers’ engagement with performance assessments strengthens their understanding of student learning standards and their students’ abilities. It recommends ways these performance-assessment opportunities can be “planted and scaled up” as states and districts implement new standards and deepen their efforts to teach 21st-century skills.

The Impact of Induction and Mentoring Programs for Beginning Teachers a Critical Review of the Research

Richard Ingersoll and Michael Strong
2011 | In this review, Richard Ingersoll and Michael Strong examine 15 empirical studies, conducted since the mid-1980s, on the effects of induction programs for beginning teachers. Most studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on teacher commitment and retention, teacher classroom instructional practices, and student achievement. There were, however, exceptions to this overall pattern. The authors discuss the findings and identify future research needs.

Evaluating Teacher Effectiveness: How Teacher Performance Assessments Can Measure and Improve Teaching

Linda Darling-Hammond
2010 | This report, by Linda Darling-Hammond, discusses how the use of assessments of teacher performance for licensing and certification can reflect and predict teachers’ success with children and be used to both inform personnel decisions and to leverage improvements in preparation, mentoring, and professional development. It outlines progress in the field of teacher assessment development and discusses policy recommendations to leverage the quality of teacher preparation and teaching.