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| A Comparative Study of Teacher Preparation and Qualifications in Six Nations |
| URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&... |
| Format: PDF, URL |
| Focus Area: Highly qualified educators, Post-secondary |
| Provider: Consortium for Policy Research in Education (CPRE) |
| Abstract: Richard Ingersoll and Rebecca Maynard, both professors at the University of Pennsylvania, led a research study examining the preparation and qualifications of elementary and secondary teachers in six nations and one autonomous region: China, Japan, South Korea, Singapore, Thailand, the United States, and Hong Kong. International members of the project team included scholars and senior education officials. The study's primary objective was to compare how each system itself defines teacher qualifications and standards and then to address this question: how well are the different educational systems succeeding in ensuring that all students are taught by qualified teachers? The study addressed this overarching issue by examining comparative data from the seven educational systems. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but the brief identifies three possible sources of the problem of underqualified teachers and suggests implications for teacher preparation and qualifications in the United States. |
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| A Leap of Faith: Redesigning Teacher Compensation |
| URL: HTTP://WWW.CRPE.ORG/CS/CRPE/DOWNLOAD/CSR_FILES/PUB_SFRP_LEAP_JUN08.PDF |
| Format: PDF, URL |
| Focus Area: Highly qualified educators |
| Provider: University of Washington - College of Education |
| Abstract: This report addresses one of five focus areas of the School Finance Redesign Project (SFRP), which seeks to create understanding of current school finance systems and identify new options for deploying K-12 education resources more effectively. The report briefly summarizes three SFRP teacher compensation studies that begin to build an evidence base for performance-based financial incentives for teachers. The report considers teacher attitudes about specific incentive proposals, as well as how high incentives would have to be (1) to attract people with technical skills to teaching, and (2) to make working in high-needs schools more attractive. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report, but the findings are based on data collected by the authors as well as national data sets. |
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| Misdiagnosing the Teacher Quality Problem |
| URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&... |
| Format: PDF, URL |
| Focus Area: Highly qualified educators, School/District improvement |
| Provider: Consortium for Policy Research in Education (CPRE) |
| Abstract: This policy brief reviews findings on issues related to teacher quality in the chapter Richard Ingersoll authored in the book The State of Education Policy Research. The brief discussed three related diagnoses and their attendance prescriptions: restrictive occupational entry barriers, teacher shortages, and underqualified/underprepared teachers. Ingersoll suggests that each of these viewpoints is largely misinformed or misconstrued; and that to truly understand issues of teacher quality requires examining the character of the teaching occupation and the nature of the organizations in which teachers work. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but in this brief the author reviews three proposed diagnoses for the problem of low-quality teachers and teaching and explains why he believes the diagnoses are inaccurate. |
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| Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching |
| URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&... |
| Format: PDF, URL |
| Focus Area: Highly qualified educators |
| Provider: Consortium for Policy Research in Education (CPRE) |
| Abstract: This policy brief reviews findings on issues related to teacher quality in the chapter Thomas Corcoran authored in the book The State of Education Policy Research. The brief considers state policies that influence teacher quality in six domains: licensing and alternative routes to certification, teacher education policies, teacher induction programs, professional development, compensation and evaluation, and the use of data by states to improve teaching. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but the information is based on a review of literature and the author's experience. The brief identifies issues in need of research attention, and advocates for broad dissemination of research findings on key issues related to teaching. |
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| Council of Chief State School Officers (CCSSO) |
| URL: HTTP://WWW.CCSSO.ORG/ |
| Format: URL |
| Focus Area: Highly qualified educators |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: The CCSSO Web site features the Center for Improving Teacher Quality, created in 2002 to work with states on developing models for improving the preparation, licensing, and professional development of both general and special education teachers. Other resources on teacher quality can also be found on the Web site, including an e-Newsletter titled Teacher Quality and Improvement. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this site. |
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| National Comprehensive Center for Teacher Quality (TQ Center) |
| URL: HTTP://WWW.TQSOURCE.ORG/ |
| Format: URL |
| Focus Area: Highly qualified educators, Accountability |
| Provider: National Comprehensive Center for Teacher Quality |
| Abstract: NCCTQ, one of the Content Centers funded by the U.S. Department of Education, is a collaborative effort of the Education Commission of the States, ETS, Learning Point Associates, and Vanderbilt University. Information and resources are available on teacher preparation, teacher recruitment and retention, certification and licensure, accountability and advancement, NCLB, and At-Risk Schools. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this site. |
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| How the World's Best-Performing School Systems Come Out on Top |
| URL: HTTP://WWW.MCKINSEY.COM/APP_MEDIA/REPORTS/SSO/WORLDS_SCHOOL_SYSTEMS... |
| Format: PDF, URL |
| Focus Area: School/District improvement, Highly qualified educators |
| Provider: McKinsey & Company |
| Abstract: This report examines the practices of the 10 top-performing school systems and another 7 that are rapidly improving on the 2003 administration of the international assessment, Program for International Student Assessment (PISA). The authors found that top-performing systems are selective in hiring teachers, selecting from the top third of each group leaving secondary school. Teachers who are hired are offered a good starting salary, and are provided with coaching and support to help them become more skilled. |
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| Claims of Effectiveness: This report claims that top-performing school systems are more selective in their hiring process and offer better incentives for teacher retention. This claim is based on a review of the research, interviews, and site visits to school systems. |
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| Lessons Learned: New Teachers Talk About Their Jobs, Challenges, and Long-Range Plans: Issue No. 1, They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools |
| URL: HTTP://WWW.PUBLICAGENDA.ORG/RESEARCH/RESEARCH_REPORTS_DETAILS.CFM?L... |
| Format: PDF, URL |
| Focus Area: Middle Grades, Highly qualified educators, High school |
| Provider: Public Agenda |
| Abstract: This report by Public Agenda and the National Comprehensive Center for Teacher Quality, based on surveys with a nationally representative sample of 641 first-year teachers in the United States, finds new teachers in middle and high school feel most vulnerable to challenging teaching conditions. Compared to new teachers in elementary schools, high school and middle school teachers are much more concerned about administrative support, more frustrated by student motivation and behavior, less likely to see teaching as a lifelong career choice, and less likely to believe that all students can achieve in school than new teachers in elementary schools. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this study but the findings are based on survey of 641 public school teachers during their first year in the classroom in the spring of 2007. |
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| State and Local Implementation of the No Child Left Behind Act: Final Report |
| URL: HTTP://WWW.ED.GOV/RSCHSTAT/EVAL/TEACHING/NCLB-FINAL/REPORT.PDF |
| Format: PDF, URL |
| Focus Area: Highly qualified educators |
| Provider: RAND Corporation |
| Abstract: This report describes the progress that states, districts, and schools have made toward NCLB's goal of providing children with teachers and paraprofessionals who will help them achieve at high levels of proficiency. The authors find that most teachers meet their states' requirements to be considered highly qualified, but that these requirements vary widely from state to state, raising questions about whether some states' standards are sufficiently high. The report also finds that the percentage of teachers who are not highly qualified is higher for teachers of special education students, teachers of students with limited English proficiency, and teachers in high-poverty and high-minority schools. In addition, only about two thirds of instructional paraprofessionals are considered qualified under NCLB. The authors conclude that these and other issues must be addressed if NCLB's goal of having an improved teaching workforce and thus better-served students is to be fully realized. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. This report presents findings about the implementation of key NCLB provisions at the state, district, and school levels. Findings are based on two longitudinal studies including a survey, interviews, and an analysis of school performance data and state documents. |
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| Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality |
| URL: HTTP://WWW.EDTRUST.ORG/DC/PUBLICATION/TEACHING-INEQUALITY-HOW-POOR-... |
| Format: PDF, URL |
| Focus Area: Highly qualified educators |
| Provider: Education Trust |
| Abstract: This report draws on teacher distribution data collected by three states--Ohio, Illinois, and Wisconsin--and their three largest school systems--Cleveland, Chicago, and Milwaukee. The report describes teacher distribution patterns nationally, along with selected findings in the pilot states and districts; summarizes evidence about how differences in teacher quality affect student achievement, especially among low-income students; explains the requirement in NCLB that all groups of children receive their fair share of strong teachers; shares key lessons from the pilot states and districts that may be useful to other states and districts as they move to address the problem of teacher distribution; and sets forth a range of strategies that can be used to address this problem. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this study. The information is based on extant data collected in three states. The study found differences between the qualifications of teachers in the highest-poverty and highest-minority schools and teachers serving in schools with few minority and low-income students. |
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| Tennessee's Most Effective Teachers: Are They Assigned to the Schools That Need Them the Most? |
| URL: WWW.EDVANTIA.ORG/PUBLICATIONS/ARCCWEBINAR/DOCS/TNTEACHEREFFECTIVENE... |
| Format: PDF, URL |
| Focus Area: Highly qualified educators, Mathematics |
| Provider: Tennessee Department of Education |
| Abstract: This report uses statewide teacher effect scores in math for 2005-06 to compare teacher effectiveness in schools that serve high proportions of minority students and students in poverty with schools that serve lower proportions of such students. Results show that students in Tennessee's high-poverty/high-minority schools have less access to the state's most effective teachers and more access to the state's least effective teachers. |
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| Claims of Effectiveness: This report claims that students in high-poverty/high-minority schools have less access to the most effective teachers than their peers in wealthier schools serving smaller percentages of minority students. This claim is based on 14 years of student- and teacher-level data collected by the Tennessee Department of Education. |
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| A Shared Responsibility: Staffing All High-Poverty, Low-Performing Schools with Effective Teachers and Administrators. A Framework for Action |
| URL: HTTP://WWW.LEARNINGFIRST.ORG/PUBLICATIONS/STAFFING/ |
| Format: PDF, URL |
| Focus Area: School/District improvement, Highly qualified educators |
| Provider: Learning First Alliance |
| Abstract: This Framework offers a systemic set of actions for addressing a long-standing problem: Our most vulnerable students—those in high-poverty, low-performing schools--are far less likely than their wealthier peers to attend schools with the most qualified teachers, administrators, and other school staff. The result of wide-ranging research, decades of collective experience, and sustained conversation among the leaders and staff of LFA member organizations, the Framework is intended to guide the efforts of LFA organizations and their affiliates as they work together to ensure all students access to highly effective educators. In addition, it offers a shared vocabulary and vision to help other stakeholders understand the roles they can play in this important work. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this tool. Nonetheless, the framework outlines strategies for ensuring that all students have access to highly experienced and capable educators. The framework is based on a review of research, the author's experience, and sustained conversation among organizational leaders and staff members. |
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| America's Challenge: Effective Teachers for At-Risk Schools and Students |
| URL: HTTP://WWW.TQSOURCE.ORG/PUBLICATIONS/NCCTQBIENNIALREPORT.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, Highly qualified educators |
| Provider: National Comprehensive Center for Teacher Quality |
| Abstract: This report consists of six chapters that contain (1) a research analysis of the links between good teaching and student learning; (2) an action-oriented review and analysis of gaps in the preparation of effective teachers for at-risk students; (3) an analysis of the complexity of the issues involved in improving teaching for special education students; (4) a review of state policies and strategies that currently address the challenge of equitable distribution of effective teachers, with two distinctive state approaches highlighted; (5) promising new and emerging teacher recruitment and retention strategies and practices that states and districts are using to improve teacher quality in at-risk and hard-to-staff subject areas; and (6) results of a nationally representative survey of first-year teachers. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this tool, which provides an update about what is currently known about successful teaching in at-risk schools. |
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| Qualified Teachers in At-Risk Schools: A National Imperative |
| URL: HTTP://WWW.NCCTQ.ORG/PUBLICATIONS/PARTNERSHIP.PDF |
| Format: PDF, URL |
| Focus Area: Highly qualified educators, School Culture |
| Provider: National Partnership for Teaching in At-Risk Schools |
| Abstract: This report was developed in response to the urgent need to recruit and retain quality teachers in at-risk, hard-to-staff schools. The report defines the staffing problem in at-risk schools, noting the factors identified through research that appear to contribute to the problem, as well as the efforts that have been undertaken around the country to address it. Also discussed is the current state of research about the causes of the problem and the challenges of specific strategies. Finally, the report presents the agenda of the National Partnership and its plans for responding to the need for better information, greater policymaker and public engagement, and more effective policy solutions through research, resources, and assistance. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report, but the report identifies strategies, based on a review of the literature, that policymakers and other key stakeholders can consider in their efforts to ensure that students in all schools have high-quality teachers. |
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| Recruiting Expert Teachers Into Hard-to-Staff Schools |
| URL: HTTP://WWW.PDKINTL.ORG/KAPPAN/K_V89/K0709AMR.HTM |
| Format: Print, URL |
| Focus Area: Highly qualified educators |
| Provider: Phi Delta Kappa International |
| Abstract: Based on a survey of highly qualified teachers in Arizona, this article identifies three incentives that encourage teachers to teach in high-needs schools: quality of the principal; higher salary, promotion, or increased benefits; and the opportunity to work with other knowledgeable, committed teachers. The author also identifies three obstacles to recruiting teachers to high-needs schools and suggests five policy implications. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this article, but the findings are based on a survey of highly qualified teachers and the author’s experience. This study found three incentives that encourage teachers to teach in high-needs schools, as well as three obstacles to teaching in high-needs schools. |
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| Strengthening Teacher Quality in High Needs Schools: Policy and Practice |
| URL: HTTP://WWW.CCSSO.ORG/PUBLICATIONS/DETAILS.CFM?PUBLICATIONID=354 |
| Format: PDF, URL |
| Focus Area: Leadership, Highly qualified educators, Mathematics, Science |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: This report draws on research to outline issues associated with various approaches to ascertaining teacher effectiveness, and suggests a framework for policy systems that might prove productive in both identifying and developing more effective teachers and teaching. The report addresses four challenging topics: (1) understanding and evaluating teacher effectiveness, (2) attracting mathematics and science teachers, (3) special skills needed to teach diverse learners, and (4) the role of leadership in attracting and retaining teachers. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this paper. The paper is based on a review of the literature and the authors' experience. The authors provide a framework for policy systems that might prove productive in both identifying and developing more effective teachers and teaching. |
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| Teacher Quality in At-Risk Schools: TQ Source Tips and Tools: Emerging Strategies to Enhance Teacher Quality |
| URL: HTTP://WWW.NCCTQ.ORG/ATRISK2.PHP |
| Format: PDF, URL |
| Focus Area: Highly qualified educators, Leadership |
| Provider: National Comprehensive Center for Teacher Quality |
| Abstract: To help remedy the widespread problem of inexperienced and poorly qualified teachers in at-risk schools, the National Comprehensive Center for Teacher Quality (NCCTQ) examined 10 key issues often associated with getting and keeping quality teachers in the schools that most need them. This report provides detailed descriptions of four of the key issues: performance-based pay; building the capacity of school leaders to support teachers; induction, mentoring, and support of new teachers; and teacher preparation to teach in at-risk schools. Descriptions of issues include a discussion of benefits, strategies and resources, and tips and cautions. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this paper, but the information is based on a review of literature and the author's experience. |
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