June Issue Brief: Teacher Retention

Teachers have long been identified as the number one in-school factor that influences student outcomes. Conversely, teacher turnover is correlated with lower student outcomes and contributes to school cultures where churn and instability prevent positive change from taking root. How to retain teachers has emerged as a key area of interest for district leaders and Read more about June Issue Brief: Teacher Retention[…]

Choosing Wisely: How States Can Help Districts Adopt High-Quality Instructional Materials

Chiefs for Change, a bipartisan network of state and district education chiefs, released a report showing that many states, tacitly or explicitly, promote the use of low-quality K-12 instructional materials. In the most recent review cycles, some states did not approve even a single highly rated curriculum for school districts to use — despite research Read more about Choosing Wisely: How States Can Help Districts Adopt High-Quality Instructional Materials[…]

Trio of Studies Confirms Benefits from Teachers’ Visits to Students’ Homes

When teachers visit families at home and ask, “What are your hopes and dreams for your child,” chronic absenteeism goes down, test scores go up, and teachers change their own mindsets. Studies from Johns Hopkins University and RTI International evaluated Parent Teacher Home Visits model in use in 700 communities in 27 states & D.C. Read more about Trio of Studies Confirms Benefits from Teachers’ Visits to Students’ Homes[…]

Teachers Learning from Teachers: Dynamic Initiative Taps into Educators’ Expertise

In 2013, The Center for the Future of Teaching & Learning at WestEd collaborated with the Bill & Melinda Gates Foundation to launch the Teacher Practice Network (TPN) initiative, which supports a vast national network of teacher leaders who mentor and coach their peers. By providing high-quality standards-aligned resources and ongoing professional learning led by Read more about Teachers Learning from Teachers: Dynamic Initiative Taps into Educators’ Expertise[…]

Coleman: Applying to college has become an endless chore

Recently in The Atlantic, David Coleman, CEO of the College Board, reflected on the hoops that students are jumping through to get admitted to college and recommended a renewed focus on what really matters. Excerpts of his piece appear below: The crazed pursuit of college admissions helps no one thrive. And while the Varsity Blues Read more about Coleman: Applying to college has become an endless chore[…]

Race and Gender Differences in Teacher Evaluation Ratings

Over the past decade, Michigan has made changes to a number of laws related to teachers and teaching in the state’s public school system. These changes include new requirements for teacher evaluation, and the use of teacher performance ratings for decisions such as teacher tenure, dismissal and retention. Since 2011, state law has required local Read more about Race and Gender Differences in Teacher Evaluation Ratings[…]

Perceptions of School Leadership

Effective principal leadership practices improve school organization, teaching, and student achievement outcomes. These practices include framing and communicating a school’s goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, Read more about Perceptions of School Leadership[…]

Teacher Turnover and the Disruption of Teacher Staffing

Helen Ladd and Lucy Sorensen, writing for the Brookings blog, recently explored the concerns associated with within-school turnover, focusing on the churn in middle school core subject areas. Excerpts from their piece appear below: We draw on a recent paper in which we examined how middle schools in North Carolina responded to changes in the Read more about Teacher Turnover and the Disruption of Teacher Staffing[…]

Why Equally Talented Students Don’t Get Equal Chances to Succeed

The great sorting of the most talented young people into haves and have-nots starts long before college, according to a new report from the Georgetown University Center on Education and the Workforce (CEW) in partnership with the Annie E. Casey Foundation. Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal Chances Read more about Why Equally Talented Students Don’t Get Equal Chances to Succeed[…]

Experienced teachers key in California districts that ‘beat the odds’

John Fensterwald, writing for California’s EdSource, recently reviewed a study of 156 California districts that ‘beat the odds’ in student achievement for underserved students and distilled the characteristics of those districts that had the most impact on results. Excerpts of the piece appear below: Research released this week identified 156 California school districts with higher Read more about Experienced teachers key in California districts that ‘beat the odds’[…]

Personalizing Professional Development: How Empowered Teachers Can Take Charge of Professional Learning and Growth

McREL’s CEO Bryan Goodwin has teamed up with ASCD authors Pete Hall and Alisa Simeral in this white paper to tackle a question of urgent interest to teachers at all career stages: Can professional learning be better? It can, they argue, if the profession recognizes that PD must begin with teachers’ problems of practice, develop Read more about Personalizing Professional Development: How Empowered Teachers Can Take Charge of Professional Learning and Growth[…]

May Issue Brief: Effective Teacher Hiring Practices

Every year, schools must hire new teachers to replace the nearly 15 percent who leave annually. But what if schools are doing it wrong? In Core Education’s May issue brief, we explore the data science behind teacher hiring, look at the teacher characteristics that have the most impact on teacher effectiveness and retention, and benchmark Read more about May Issue Brief: Effective Teacher Hiring Practices[…]

To Promote Success in Schools, Focus on Teacher Well-being

Writing for the Brookings Institute, Amy Roberts and Helyn Kim explore the importance of teacher well-being for student success. Excerpts of the piece appear below: Without question, teachers are central to student success. Anyone who has taught knows how rewarding it is to witness student learning. Teaching can also be one of the most stressful, Read more about To Promote Success in Schools, Focus on Teacher Well-being[…]

A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce

Each year a significant number of aspiring elementary teachers, having successfully completed their formal preparation, are still unable to become licensed professionals. That’s because an alarming number of candidates fail their licensing tests, far surpassing the failure rate for other professions’ entry tests, bar exams, and boards. The fact that more candidates fail than pass Read more about A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce[…]

Report Proposes Common Definition for Successful STEM Talent Development

A new report by professional services firm STEMconnector defines a successful result for talent development in the science, technology, engineering and mathematics (STEM) fields as the emergence of “a diverse and STEM-ready talent pool with the knowledge, skills, and mindsets needed to secure and succeed in careers today and in the future.” The report, “Input Read more about Report Proposes Common Definition for Successful STEM Talent Development[…]

What social and emotional learning needs to succeed and survive

Writing for AEI, Chester E. Finn, Jr. and Frederick M. Hess explore what is needed to make social and emotional learning (SEL) thrive in today’s schools. The report offers seven suggestions for SEL advocates and funders as they seek to deliver on SEL’s promise and avoid its pitfalls. Suggestions include: Slow down and focus on Read more about What social and emotional learning needs to succeed and survive[…]