Uses nationally representative data on 6,000 children to compare quality across formal and informal early childhood settings and differences in skills at age five.

Argues that micropolitics shape how teachers and students are assigned to classrooms, a key source of inequity in access to high-quality teachers.

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

Asks how much teachers vary in performance improvement during their first five years and how well initial performance predicts later effectiveness.

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

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

Examines whether the academic ability of those entering teaching has risen since the turn of the century, as teacher accountability policies took hold.

Uses Georgia and Oklahoma's universal preschool programs to examine whether state provision crowds out private childcare providers.

Examines a contested but little-studied policy, the involuntary transfer of teachers between schools, and its effects on schools, teachers, and students.

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.

Finds that within the same school and grade, less experienced, minority, and female teachers are assigned lower-achieving students than their colleagues.

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

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

Documents how principals use schools serving many poor or low-achieving students as stepping stones to assignments they view as more desirable.

Uses value-added methods to examine whether effective schools systematically recruit, assign, develop, and retain more effective teachers.

Explores "tapping," the informal recruitment of teachers into school leadership, using survey and administrative data from Miami-Dade County Public Schools.

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

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

Compares seniority-based teacher layoffs with layoffs based on measures of effectiveness, as districts confront cuts after the financial crisis.

Uses teacher application data to examine how teacher quality shapes retention and hiring decisions in large urban districts with school-based hiring.

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

Examines the role of school leadership in teacher turnover, which falls hardest on schools serving Black and low-achieving students.

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

Summarizes Getting Down to Facts, the largest independent investigation of how California governs and funds public education.