A considerable amount of research exists on the mobility of teachers within states, but very little is known about the extent to which teachers move from employment in public schools in one state to another. This paper shows levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules, and pension structures.
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16 May 2015
The federal Race to the Top competition provided significant impetus for states to adopt “value-added” models as a part of their teacher evaluation systems. This study examines how teacher evaluations are affected by incorrectly attributing changes in student's test scores to the value-added of teachers in spring classrooms, and explores methods that can provide the best approximation in the absence of more detailed data.
30 Apr 2015
State implementation of new standards (revising, adapting, and adopting new standards) is a significant undertaking. Many states are just beginning to consider whether to modify existing science standards, adapt standards being used in other states, or develop new ones. This document is intended to guide state boards of education through this complex process.
15 Apr 2015
Student learning and growth have become important factors in measuring educator effectiveness. In this report, concrete examples of both approaches are highlighted to provide clarity and particular attention is paid to the benefits and drawbacks of each approach.
12 Mar 2015
Rural educators in the Northeast Region are beginning to implement the Common Core State Standards for Mathematics. For the implementation to be successful, teachers reported needing more time to collaborate and increased access to high-quality curricula and professional development opportunities.
30 Jan 2015
The U.S. Department of Education has renewed its focus on ensuring that all students—especially those in under-resourced communities—have access to excellent educators. By June of 2015, all states must engage education stakeholders on locally-developed solutions to ensure every student has effective educators. This discussion guide is designed to help educators, administrators, and other school and district employees work through how their school, community, district, and state can best tackle equal access to excellent educators.
1 Dec 2014
Educators and other stakeholders in the education field recognize the power of school systems to create the conditions for student success in our public schools; however, these approaches rarely focus on the capacity of system leaders themselves. The Stuart Foundation California Leaders in Education (SCALE) Initiative is an effort to build the individual leadership capacity of system leaders in several of California’s traditional public school districts and charter management organizations. This paper describes how SCALE evolved and what we can learn from it.
17 Nov 2014
Teacher and principal evaluation systems now emerging in response to federal, state, and/or local policy initiatives typically require that a component of teacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiveness. This paper investigates whether the bias and error introduced by these approaches erodes the ability of evaluation systems to reliably identify high- and low-performing teachers.
19 Jun 2014
What impact do Teach for America (TFA) members have on other teachers' performance? A strategy to "cluster" TFA members in high-need schools contributed to large gains in math achievement, but was found to have little effect on reading skills and no spillover effect on other teachers.
30 Apr 2014
Recognizing that teachers are the single most important school-level factor influencing student achievement, policy leaders have invested tremendous public resources in new systems to both assess and address teacher effectiveness. Yet the research that informs teacher effectiveness policy leaves many important questions unanswered. This report helps to fill these gaps through a first-of-its-kind exploratory survey of National and State Teachers of the Year.