Search Annenberg

Draws on interviews with 95 teachers and administrators to examine how six high-poverty urban schools organize to help teachers cope with uncertainty.

Uses New York City data to assess the effectiveness and retention of teachers who switched from prior non-teaching careers.

Presents new evidence and a new modeling approach for estimating how teacher productivity grows with experience, showing how identifying assumptions can bias results.

Tests cumulative inequality theory by examining how child health and family resources together shape academic achievement over development.

Examines how three Nashville educational support professionals' conceptions of empowerment shape civic expectations for their Latino/a students and themselves.

Lays out a framework for distributive decisions in education, balancing competing goals under real-world feasibility constraints.

Uses grade-level turnover across 850,000 New York City student observations to estimate how teacher turnover affects fourth and fifth grade achievement.

Analyzes how teacher labor markets sort the least skilled teachers to low-income, low-achieving, and non-white students, contributing to achievement gaps.

Documents changes between 1990 and 2010 in the education, compensation, and turnover of the early childhood care and education workforce across centers, homes, and schools.

Presents the National Research Council's framework for evaluating advanced-level teacher certification programs and its evaluation of the National Board for Professional Teaching Standards.

Uses a supply and demand framework to understand the factors underlying teacher recruitment and retention.

Reviews the research evidence on alternative certification pathways that have reshaped teacher preparation over the past two decades.

Examines how lifetime health trajectories and socioeconomic circumstances jointly shape opportunities for attainment and mobility.

Surveys education reforms in the United States, where governments spend over $550 billion annually on a system with the potential to transform students' opportunities.

Builds a 50-state index of accountability strength and relates it to NAEP math gains, ninth grade retention, and high school completion from 1996 to 2000.

Summarizes the work of eleven scholars on the problems with state school finance systems and how to transform them to support student learning.

Examines New York City's alternative certification programs with math immersion as a strategy for recruiting effective mathematics teachers.

Finds that teachers' perceptions of school administration have by far the greatest influence on teacher retention decisions in New York City.

Comments on Thomas Nechyba's use of computational models to estimate the impact of school finance policies on schooling and residential decisions.

Examines the impact of state testing and accountability policies on Texas high schools during the 1990s reform era.