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Research of Interest
Title
Date
Teacher Quality Guidebook
The Joyce Foundation
Long–time Fund partner and investor, The Joyce Foundation released ”Teacher Quality: What You Need to Know”. It is a first–of–its–kind guidebook that shows parents why we need to improve how we recruit, support, evaluate, and reward teachers in order to ensure all students get a great education. The short, easy–to–read guidebook tells the story of two teachers – one who gets the right support to help her kids succeed and the other who tries hard but doesn't get the help she needs.
September 27, 2010
Can Teacher Quality Be Effectively Assessed?
Goldhaber, Dan. Center on Reinventing Public Education,
Evans School of Public Affairs, University of Washington and the Urban Institute.
Anthony,Emily. Urban Institute
A three-year Urban Institute survey of 600,000 student records in North Carolina, provided direct evidence that the National Board for Professional Teaching Standards identifies highly effective teachers who increase student achievement.
April 1, 2009
Chicago Public Schools Professional Development Project
This project began as a result of a concern about how to strengthen the professional development of teachers and leaders throughout the Chicago Public Schools.
August 1, 2002
Human Capital Framework for K-12 Urban Education:
Organizing for Success
Aspen Institute:
Judy Wurtzel
Rachel Curtis
“Thinking and acting strategically about human capital development and management is the lifeblood of most high–performing businesses and organizations. This commitment reflects an understanding that an organization's success is defined in large part by the performance of its employees and the quality of the service or product they produce.”
July 2008
Becoming a Leader: Preparing School Principals for Today’s Schools
The Wallace Foundation
“If there is a national imperative to improve our failing schools, there is also an imperative to strengthen the preparation of those who lead them. The good news is that new research and a growing range of efforts by states and districts point more clearly than ever to effective ways to greatly improve the training principals receive for their jobs.”
June 1, 2008
Defining an Urban Principalship to Drive Dramatic Achievement Gains
New Leaders for New Schools
“Research and experience suggest that successful and fast-improving schools typically have outstanding principals. Indeed, some research has shown that the quality of the principal is the second most important in-school factor (after the quality of teaching) driving student achievement. “
March 10, 2008
The Chicago Public Education Fund: 2007 Annual Meeting
Remarks of Robert H. Gertner, Wallace W. Booth Professor of Economics and Strategy, The University of Chicago Graduate School of Business
You may wonder why an economist, and heaven forbid, a University of Chicago economist is on the program today. I assure it is certainly not to lighten up the proceedings.
April 24, 2007
Teacher quality in a changing policy landscape: Improvements in the
teacher pool
Educational Testing Service: D. H. Gitomer
“The past eight years have seen an unprecedented level of education policy activity focused on issues of teacher quality. Policies have been developed at federal, state, and institutional levels, and include increased institutional reporting of teacher candidates' test scores, the mandate for Highly Qualified Teachers (HQT) in the No Child Left Behind Act, more stringent requirements for entry into and accreditation of teacher education programs, and the rapid expansion of alternate pathways into teaching.“
January 1, 2007
Identifying Effective Teachers Using Performance on the Job
Brookings: Gordon, R., Kane, T.J., & Staiger, D.O.
“Traditionally, policymakers have attempted to improve the quality of the teaching force by rais– ing minimum credentials for entering teachers. Recent research, however, suggests that such paper qualications have little predictive power in identifying effective teachers.”
January 1, 2006
National Board Certified Teachers and Their Students’ Achievement
Education Policy Analysis Archives Vol. 12 No. 46;
Vandevoort, Leslie G. Audrey Amrein-Beardsley,
Berliner, David C. Arizona State University
This study from Arizona State University, demonstrates that teachers identified through National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement. Specifically, it found that students learning from NBCTs gained the statistical equivalent of more than a month of additional instruction compared to students learning from non-NBC teachers.
September 8, 2004
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425 Principals and Assistant Principals have been prepared through Pritzker Principal Programs
