Bonuses appears to have helped seven school districts attract effective teachers to low-income schools, though the longer-term impact of the transfers on teacher retention and student achievement results remains to be seen, a recently released analysis concludes. Read Full Post >
A new study finds that teacher turnover harms student achievement and particularly affects low-income schools with more black students. Read Full Post >
The Chicago Teacher Advancement Program increased mentoring and improved teacher-retention rates in some participating schools compared to a similar, nonparticipating set—but didn't appear to raise student achievement, according to a study released today. Read Full Post >
A variety of Florida alternative certification programs attracted a more qualified-on-paper group of teacher candidates compared to traditionally certified teachers, but varied in how effective graduates were in the classroom, a new study shows. Read Full Post >
Both a value-added method and a series of observations identified the same teachers as particularly high or low-performing under Chicago's teacher-evaluation pilot, a new study concludes. Read Full Post >
Both a value-added teacher-effectiveness measure and a series of scored teacher observations bear a positive relationship to students' future academic achievement, according to a recently published paper in the journal Labour Economics. Read Full Post >
In many ethnically diverse school districts across the country, teachers in schools that serve more African-American and Latino students are paid significantly less than teachers in other schools, federal data show. Read Full Post >
Teachers who leave the profession after their third or fourth year tend to be less effective in that final year of teaching compared to professionals who stay on, according to a provocative new study. Read Full Post >
Debate over the "highly qualified" teacher standards in ESEA continues even as policy discussions shift to measures of effectiveness. Read Full Post >
Qualifications such as certification and holding a master's degree bear no relationship to a teacher's performance as measured by growth in student test scores, concludes a new brief released by the Manhattan Institute, a conservative-leaning think tank. Read Full Post >
© 2012 Editorial Projects in Education
6935 Arlington Road, Bethesda MD 20814 301-280-3100 1-800-346-1843
Recent Comments