A brief identifying six data-driven opportunities to strengthen teacher recruitment and retention in Providence, with retention of novice teachers and a thin applicant pool as the central challenges.

A brief tracing how Rhode Island districts spent federal recovery funds on curriculum, professional development, and technology — with spending in those areas rising 66% on average, and some districts more than tripling it.

The first brief in Annenberg's ESSER series, finding Rhode Island districts largely used federal recovery dollars to pay existing staff rather than expand hiring, leaving staffing levels flat.

A brief testing the teacher shortage narrative against Providence data — finding vacancies stubbornly high and retention down, but no mass exodus, with hiring the bigger bottleneck.

A brief on how Rhode Island districts planned to spend the first $205 million in federal recovery funds, and what those choices signal for the state's school system.

A brief testing the "exodus of teachers" narrative against Providence data, finding retention dipped modestly and that non-classroom transfers and leaves drove staffing gaps as much as attrition.

Provides a framework for conducting rigorous causal research on the effectiveness of teacher education practices, outlining the key design and measurement challenges.

A brief on Providence's teacher recruitment, finding earlier hiring cut vacancies and brought in more teachers of color, while English learner, math, and science positions remain hardest to fill.

A brief on teacher vacancies in Providence, where roughly 100 positions have historically gone unfilled by the first day — and what the district's push to hire earlier changed.

Uses narrowly passed and failed California bond measures to show that school facilities funding reduces achievement gaps for low-income students.

Reports a two-year qualitative study of informal caregivers receiving text messages to support child development, exploring their motivations, assets, and needs.

Examines whether a deliberative, democratic school culture shapes how teachers evaluate their schools.

Evaluates Boston Public Schools' intensive evaluator training program through a randomized controlled trial aimed at improving the quality of teacher evaluation feedback.

Uses topic modeling of over ten thousand teacher applicant essays on closing achievement gaps to examine how views of equity relate to hiring outcomes.

Uses random class assignment in the MET Project to estimate teacher effects on complex cognitive tasks, growth mindset, grit, and effort in class.

Examines recent changes in the academic competitiveness of the teacher workforce amid No Child Left Behind, alternative pathways, and labor market shifts.

Compares a general text-based program for kindergarten parents with a differentiated, personalized version, finding stronger reading gains from personalization.

Documents substantial variation in teacher retention rates across 16 urban districts that observable characteristics do not easily explain.

Finds that schools under performance pressure assign teachers with stronger performance measures to tested classrooms the following year.

Draws on research in high-poverty schools to describe the working conditions that help teachers stay, improve, and succeed.

Uses a difference-in-differences strategy to estimate the three-year effects of School Improvement Grants on multiple dimensions in one urban district.

Uses New York City panel data to show that teachers switching grades or subjects within a school hurt student achievement, at about a third the effect of a new teacher.

Documents positive spillovers among teachers, showing that working with more effective colleagues improves teacher performance.

This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement.

Finds that hiring teachers after the school year starts reduces student achievement, with late-hired math teachers remaining persistently less effective.