NEPC Resources on Teacher Employment and Retention
NEPC Review: Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do (The Education Trust, October 2017)
Education Interview of the Month: Greg Smith Interviews Alyssa Hadley Dunn on Viral Teacher Resignation Letters
Promoting a legal strategy to achieve one set of ends can open the door for very different uses; in this case, that of teacher job protections and education rights litigation. In their eagerness to take on teacher job protections, the plaintiffs in Vergara v. State of California and follow-up litigation in New York may be inviting litigation with very different goals for school policy and reform.
The successor to No Child Left Behind remains to be shaped, but one change seems certain: School success will depend on whether students’ test scores increase, as opposed to just requiring scores above an adequate yearly progress threshold. Growth modeling approaches appear to allow for this policy shift. And this would likely be an improvement over the AYP approach in the current NCLB. Yet like many new technologies, it’s being oversold.
This series of policy briefs provides a comprehensive examination school choice in the United States.
A recent movement toward data-driven decision making in education policy has led many state and local education agencies to scrutinize the condition of their data systems and determine how to use data in more sophisticated ways. This report examines the changing use of data in one area of education policy decisions: teacher quality.
Institution: Wisconsin Center for Education Research, University of Wisconsin-Madison
Source: Southeast Center for Teaching Quality Data from new studies in both North and South Carolina indicate that improving teacher working conditions–time, empowerment, professional development, leadership, and facilities and resources–significantly improves student achievement and helps stem teacher turnover.
The authors found that to improve teacher quality and address teacher shortages, colleges of education should work collaboratively with school districts and community colleges. The report suggests that improving retention rates for qualified teachers may be the best short-term solution for expected teacher shortages.
Source: The Arizona Republic
In this essay, Professor Molnar discusses the conclusions drawn from a synthesis of research on the recruitment, retention, and training of K-12 teachers and offers recommended short- and long-term solutions to address these problems. He emphasizes that no one approach works well in all situations and underscores the need for multiple models of teacher preparation and professional development.
Institution: Rutgers University
A Congressional bill to use federal funds to help promote merit pay programs for public schools ignores years of research suggesting merit pay systems usually don't work, particularly in education.